Dysgraphia due to impairment of language analysis and synthesis. Symptoms, correction
Bystrova Margarita
Dysgraphia due to impairment of language analysis and synthesis. Symptoms, correction
The mechanism of this type of dysgraphia is a violation of the following forms of language analysis and synthesis :
analysis of sentences into words, syllabic and phonemic analysis and synthesis .
The lack of structure in the analysis of sentences into words is revealed in the continuous spelling of words, especially prepositions;
in separate spelling of words; especially prefixes and roots.
Pr-r: Letam parekhe and blow parhodi.
The most common errors in this type of dysgraphia are distortion of the sound-letter structure of a word, caused by underdevelopment of phonemic analysis , which is the most complex form of sound analysis .
The most common mistakes:
1. omission of consonants when they come together (dozhi-rain, deki-denki)
2. vowel omissions (girls-girls, go-go, dot-dot)
3. permutations of letters (doll-doll, droplets-droplets)
4. adding letters (spring-spring)
5. omissions, additions, rearrangements of syllables (bicycle-bicycle)
.
Teaching literacy in Russian is carried out using the so-called sound analytical-synthetic method , therefore, to master it, the child must be well versed in the sound composition of words, that is, master phonemic analysis and synthesis of words . Of all types of analysis of speech flow : dividing sentences into words, words into syllables and words into sounds, the most difficult for children is the last one - phonemic analysis of words .
A complete phonemic analysis of a word means the ability to divide an audible word into its constituent sounds, that is, to clearly imagine its sound structure. In particular, the child must be able to determine: which sounds (phonemes)
are part of the word; how many sounds are there in a word? what is the sequence of sounds in a word (what sound is first, second, last, etc.; what is the place of each sound in a word in relation to other sounds of this word.
Phonemic synthesis is understood as the ability to combine individual sounds into a whole word with subsequent recognition of this word, mentally “composed” of sounds.
Only if the child has free orientation in the sound composition of a word will he be able to write it down correctly: without omitting any letters in it, without inserting extra letters or changing their places. Indeed, in the process of recording a word, he, as it were, photographically transfers its sound composition onto paper, sequentially depicting each sound included in the word in the form of a corresponding letter. If the sound structure of a word is quite “vague” for a child, then its distortion in writing will be inevitable - there will be omissions and rearrangements of letters or the addition of extra letters, that is, dysgraphia arises due to the immaturity of phonemic analysis and synthesis .
Dysgraphia due to the immaturity of sound analysis and synthesis of speech flow is one of the leading dysgraphias among schoolchildren .
This form of dysgraphia is based on a violation of various forms of language analysis and synthesis : dividing sentences into words, syllabic and phonemic analysis and synthesis . The underdevelopment of language analysis and synthesis manifests itself in writing in distortions of the structure of words and sentences. The most complex form of language analysis is phonemic analysis . As a result, distortions of the sound-letter structure of the word will be especially common in this type of dysgraphia , which is expressed in the following:
omissions of consonants when they come together (dictation - dikat, school - cola)
;
vowel omissions (dog - sbaka)
;
adding letters (toskali - tosakali)
;
omissions, additions, rearrangements of syllables;
continuous spelling of words, especially prepositions with other words;
separate spelling of a word;
separate spelling of the prefix and the root of the word.
the causes of dysgraphia in students in speech underdevelopment, immaturity of mental functions and difficulties in the sound analysis of words .
Dysgraphia is a partial disorder of the writing process , manifested in persistent, repeated errors caused by the immaturity of the higher mental functions involved in the writing process.
Dysgraphia makes up a significant percentage of other speech disorders found in students of secondary schools. It is a serious obstacle to students’ mastery of literacy at the initial stages of education, and at later stages to mastering the grammar of their native language .
In modern literature, various terms are used to refer to specific writing disorders. Partial writing impairments are called dysgraphia , complete inability to write is called agraphia.
In a number of countries (for example, in the USA),
reading and writing disorders “dyslexia”
.
In other countries, specific writing disorders “dysorthography” (for example, in France)
.
In Russian literature, the terms “ dysgraphia ”
and
“dysorthography”
are contrasted, i.e., differentiated.
For differential diagnosis of these disorders, it is necessary to clarify the criteria on the basis of which errors in dysgraphia and dysorthography . This main criterion is the spelling principle that is predominantly violated . It is known that the following basic principles are distinguished in Russian orthography:
phonetic (phonemic,
morphological,
traditional.
Based on phonetic (phonemic)
The principle of spelling lies in the sound
(phonemic) analysis of speech .
Words are written as they are heard and pronounced (house, grass, ditch)
.
The writer analyzes the sound composition of the word and denotes sounds with certain letters. Thus, to implement the phonemic principle of writing, the formation of phoneme differentiation and phonemic analysis .
The morphological principle is that the morphemes of words (root, prefix, suffix, ending)
with the same meaning they also have the same spelling, although their pronunciation in the strong and weak positions may be different (house - do
(a)
mA, table - hundred
(a)
ly).
The use of the morphological principle presupposes the ability to identify meaningful morphemes of a word, determine the morphological structure of a word, and identify morphemes with the same meaning, the pronunciation of which may differ in different phonetic conditions. The level of development of morphological analysis is closely related to the development of vocabulary and grammatical structure of speech.
And finally, the traditional principle assumes a spelling of a word that has developed in the history of the development of writing and cannot be explained by the phonetic or morphological principle of spelling.
Symptoms
According to the definition of the term " dysgraphia "
The following features of errors in
dysgraphia :
1. As with dyslexia, errors in dysgraphia are persistent and specific, which makes it possible to distinguish these errors from “growth”
,
“physiological” (according to B. G. Ananyev)
errors that naturally occur in children when mastering writing.
It should be noted that errors in dysgraphia are similar in appearance to so-called physiological errors. However, in dysgraphia these errors are more numerous, repeated and persist for a long time.
2. Dysgraphic errors are associated with the immaturity of higher mental functions involved in the writing process - differentiation of phonemes by ear and in pronunciation, analysis of sentences into words, syllabic and phonemic analysis and synthesis , lexico-grammatical structure of speech, optical-spatial functions.
Violation of elementary functions ( analyzer )
may also lead to
writing impairments . But these disorders are not considered dysgraphia .
Writing impairment in children (for example, with mental retardation)
may be associated with pedagogical neglect, with
violations of attention and control, which disorganize the entire process of writing as a complex speech activity. However, in this case, errors, if they are not associated with the immaturity of higher mental functions, are not specific, but variable in nature and therefore are not dysgraphic .
3. Errors in dysgraphia are characterized by a violation of the phonetic principle of writing, i.e. errors are observed in a strong phonetic position (lopada - instead of a shovel, dm - house, in contrast to spelling errors, which are observed only in a weak phonetic position (vadyanoy - water, lady - Houses)
.
4. Errors are characterized as dysgraphic when they are observed in school-age children.
In preschool children, writing is accompanied by numerous errors, similar in nature and manifestation to dysgraphic ones . However, in preschool children, many of the mental functions that support the writing process are not yet sufficiently formed. Therefore, these errors are natural, “physiological”
.
The following groups of errors in dysgraphia :
1. Distorted spelling of letters (for example, e - s, s - e)
2.Replacement of handwritten letters:
a) graphically similar (e.g., c – d, l – m, c – sch)
b) denoting phonetically similar sounds (eg, d - t, b - p, g - k)
3. Distortion of the sound-letter structure of a word: permutations, additions, perseveration, contamination of letters, syllables (for example, spring - spring, stana - country, kulbok - ball)
.
4. Distortion of the structure of the sentence: separate spelling of words, continuous spelling of words, contamination of words (for example, rooks fly from the warm countries)
.
5. Agrammatisms in writing (eg, a lot of pencils, no keys, on branches)
.
Correction
Dysgraphia due to a violation of language analysis and synthesis manifests itself in writing in the omission of consonant letters when they are combined, omission of vowels, rearrangements and additions of letters; omissions, rearrangements and additions of syllables, continuous spelling of words and their breaks. The most complex form of language analysis is phonemic . Particularly common in this type of dysgraphia are distortions of the sound-letter structure of words among primary school students in public schools.
Therefore, the process of dysgraphia correction includes the following steps:
1. Correction of defective sounds (additionally by a speech therapist if such a complication exists)
;
2. With a Russian language using special techniques:
Formation of phonemic perception and attention to words when reproducing oppositional phonemes in writing;
Formation of sound-letter analysis ;
Word synthesis;
Development of abilities to analyze and synthesize words ;
Development of abilities to construct phrases and coherent statements, writing tempo;
Expanding vocabulary.
To correct dysgraphia in younger schoolchildren, it is necessary to carry out strictly targeted work with them for quite a long time and always using a large amount of carefully selected speech material of the same type. To correct dysgraphia in Russian language lessons, you can use the following exercises:
1) Exercise “ Proofreading ”.
For this exercise you need a book, boring and with a fairly large (not small)
font.
works
every day for five (no more) You need to start with one letter, for example, “a”. Then “o”, then the consonants with which there are problems, first they also need to be asked one at a time. After 5-6 days of such classes, we switch to two letters, one is crossed out, the other is underlined or circled. The letters should be “paired”, “similar” in the student’s mind. For example, as practice shows, most often difficulties arise with the pairs “p/t”, “p/r”, “m/l” (spelling similarity)
; “y/d”, “y/y”, “d/b” (in the latter case the child forgets whether the tail of the circle is pointing up or down), etc.
The pairs required for development can be established by viewing any text written by the child. After seeing the correction, ask what letter he wanted to write here. More often than not, everything is clear without explanation.
It’s better if the text is not read (that’s why the book needs to be boring)
. All attention must be concentrated on finding the given shape of a letter, one or two, and work only with them.
2). Exercise “Sound analysis in the “scanning technique” (the task is performed without first reading the word)
:
look at the word;
look at the middle letter in that word (for example, d in "boat")
;
looking at the middle letter, you will also see the letter on the right (k)
and left
(o)
;
continue the exercise, adding a letter to the right and left until you get the whole word;
name the word.
After you have completed the work with five to ten words, you can conduct an auditory dictation of these words.
It is worth focusing on the students’ violation The control operation over one's own written production must be specially formed. P. Ya. Galperin showed the relationship between control and attention and formulated a hypothesis according to which attention should be considered as a separate independent form of mental activity, which must be specially taught [27].
Attention as a special control function includes several step-by-step operations. P. Ya. Galperin identified three types of control:
anticipatory, i.e. defining the program of “how I will do”;
current, accompanying the recording and implementing the formula: “am I doing as I planned?”;
resultant.
According to P. Ya. Galperin, at school they mainly develop resulting control. When correcting dysgraphia , caused by immaturity of language analysis and synthesis , it is advisable to shift the emphasis to the formation of preliminary and current control and teach how to carry out individual control operations.
The methodological recommendations of the teacher E. N. Ilyin suggest “oral” dictations of words. The student’s attention is concentrated on a specific task, auditory, visual, and motor memory are involved. This type of work can be classified as preliminary control.
Children with dysgraphia due to impaired language analysis and synthesis at a low level perform tasks such as reproducing a sequence of movements, sound and graphic rhythms, make many mistakes when reproducing a sequence of images, have difficulty reproducing the temporal sequence of verbal stimuli (words, numbers, are not able to automation of speech sequences
To develop control over one’s own written production when correcting dysgraphia caused by a violation of language analysis and synthesis , it is advisable to use a system of preliminary exercises.
Here are some examples of preliminary exercises.
1. Look at the sample (shapes, symbols, letters, remember it, then what you remember:
draw with your finger on the desk;
tell;
write in your notebook.
After completing each task, ask to check what was completed with the sample, supplement and clarify. Discuss which implementation was most successful.
2. Exercise to develop skills in analyzing and reproducing spatial sequences:
check if the characters are the same (letters, numbers)
crossed out on the card and sample card;
check whether the pattern is drawn correctly;
remember the card and choose the same one (the child is asked to remember a number of subject pictures, symbols, numbers, letters on the card and find the same one among the second set of cards, only one of which matches the test one);
lay out a series of individual elements from memory;
write a series of individual elements from memory.
After completing each task, ask to check what was completed with the sample, supplement and clarify.
3. Exercise to develop skills in analyzing and reproducing time sequences:
“Charging” - sequence of movements (from 3 to 6)
;
name the days of the week, seasons, months in order (object drawings, symbols, verbally)
;
“balls in an opaque tube” (in front of the children, multi-colored balls are placed into an opaque tube. Task: determine in what sequence they will roll out from the opposite end of the tube). Complicated option: determine in what sequence the balls will roll out from the same end of the tube, in which was nested (this requires inverting the series)
.
4. Recoding the temporal sequence into a spatial one and vice versa - “invisible pictures”.
A number of cards (object drawings, symbols)
. Each card laid out is presented and turned face down. Thus, the laid out row is turned with the back side towards the child, and the front side is closed. From a set of cards with rows of images arranged in different sequences, the child must find one identical to the one laid out. After the choice is made, both series are compared.
5. Development of abilities to concentrate, distribute and switch attention:
“synchronous counting” - count the number of images of two types, without paying attention to the remaining images;
find numbers from 1 to 25 in Schulte tables (the numbers are located in 25 cells in random order)
;
select a specific letter, read the text and cross out the given letter;
select a specific word and read the text, underlining the given word.
6. Sequence of actions and planning.
Games for following multi-step instructions (2, 3, 4, and 5-step instructions)
: by reference symbols, by memory
(verbal instructions)
.
Methods of work on the formation of preliminary control include:
1. Musical method (based on the methodology of L. S. Tsvetkova, promoting the actualization of the meaning of the word, the development of auditory and visual modalities, and self-control.
The speech therapist offers children two or three rhymed sentences set to the tune of a familiar song. The content of each sentence is displayed in a schematic drawing of the object performing the action and the object to which this action is directed. All sentences are sung based on the pictures. Words-objects that have a complex syllable structure are analyzed . Action words are subject to mandatory analysis Scheme of words-actions (first complete, then minimized as much as possible)
remains as a support for writing the sentence.
Using pictures and word diagrams, children sing sentences.
At the next lesson, children listen to a sample of the speech therapist’s singing, while at the same time looking at pictures and diagrams of words. Then write down the sentences from memory using supports (drawings and diagrams)
.
2. Method of rhythmic reading (based on the technique of T. G. Wiesel)
:
read sentences with syllabic rhythm, that is, with the division of words into syllables and their uniform pronunciation in the orthographic version - the way they are written. (The speech therapist taps out the rhythm)
This syllable-by-syllable “orthographic” rhythmic pronunciation of words and phrases is carried out in the following variants:
repeat the rhythmic word (sentence) after the speech therapist, and then write it down;
repeat syllable by ear when the speech therapist pronounces the sentence in the usual way;
“from sight”, read the text rhythmically.
To develop control over your own written production when correcting dysgraphia caused by a violation of language analysis and synthesis , you can use the following techniques of syllabic analysis .
Analysis and diagramming of words
Models of the sound and syllabic structure of a word contain information about the number of syllables, syllable boundaries, vowel sounds are indicated, consonant sounds are indicated, the place of hard and soft signs: updating the meaning of the word; rhythmic repetition of a word; designation of vowel sounds by letters in the word diagram; designation of consonant sounds with dots in the word diagram; designation of the place of hard and soft signs in the word scheme; dividing a word into syllables; reading a word in accordance with the syllable pattern.
After the child has made diagrams of two to five words, which depends on the state of his auditory-verbal memory and age, the syllabic structure of the words, it is necessary to offer to write down the words from memory based on the model of the word. This task allows you to expand the linear volume of the child’s auditory-verbal memory.
Current control.
A letter spoken out loud:
speech therapist (“leading”)
pronounces the lexical material out loud, the student
(“follower”)
writes it down, then the roles change;
pronunciation and simultaneous recording of lexical material by the student.
Words are pronounced out loud, in a whisper, pronouncing only complex words.
Resulting control:
comparison of a text with errors typical for a given child with a normative sample of the text;
independent correction of errors in the text;
cheating followed by self-test (the speech therapist can focus on the line with the error)
;
checking with crossing out syllables, marking vowels with dots;
rhythmic reading of your work.
Word combinations for sound analysis : 2nd grade
Late dinner, strawberry jam, drive slowly, enter the village, explained to a student, interesting story, neat notebook, ran along the alley, walked along the alley, carrot salad, beautiful picture, read in the calendar, bus stop, vociferous nightingale, beautiful nightingale, delicious lunch, today is Sunday, see a plant, warm September, station square, new tram, yellow shoes, rare animals, aspen leaves, hare tracks, rare plant, northern lights, deep space, hot dinner, February cold, goodbye, delicious strawberries, long highway, warm felt boots, a kilogram of tomatoes, white metal, play football, play hockey, turn left, first cosmonaut, interesting fairy tale, write slowly, neat student, metal stairs, grocery store, yellow pencil, wonderful excursion, January frost, passed to the right, light breakfast, solve problems, hello, yellow sand, black crow, sow the field with wheat, tonight, diesel locomotive, walked slowly, attentive driver, slippery highway, potato casserole, distance to the city, highway, bright fire, weather calendar , library book, bring luggage, friend's address, swamp, ahead, telephone conversation, beautiful drawing.
The mentioned correctional, developmental and educational technologies are based on a systematic approach aimed at developing and improving the child’s interfunctional interaction of higher mental functions, the usefulness of which is the key to successful learning.
Knowledge of psychological and neuropsychological methods for diagnosing and correcting L. S. Tsvetkova, N. V. Nizhegorodtseva and V. D. Shadrikov, U. V. Ulienkova and O. V. Lebedeva, A. V. Semenovich, N. Ya. Semago, A. L. Sirotyuk, and other authors, can provide significant assistance when a speech therapist develops his own system of work for correcting dysgraphia in primary schoolchildren [19; 24].
To achieve these goals, you can additionally suggest some working methods and types of exercises (Appendix A)
.
Dysgraphia
Signs that characterize dysgraphia include typical and repeated errors in writing of a persistent nature, not related to ignorance of the rules and norms of the language. Typical errors encountered in various types of dysgraphia can manifest themselves:
- mixing and substitution of graphically similar handwritten letters (sh-sch, t-sh, v-d, m-l) or phonetically similar sounds in writing (b-p, d-t, g-k, sh-zh);
- distortion of the letter-syllabic structure of a word (omissions, rearrangements, addition of letters and syllables);
- violation of the unity and separateness of the spelling of words;
- agrammatisms in writing (violation of inflection and agreement of words in a sentence).
In addition, with dysgraphia, children write slowly, and their handwriting is usually difficult to distinguish. There may be fluctuations in the height and inclination of letters, slippage from the line, replacement of capital letters with lowercase ones and vice versa. We can talk about the presence of dysgraphia only after the child masters the technique of writing, i.e. not earlier than 8–8.5 years.
Quite often, with dysgraphia, non-speech symptoms are detected: neurological disorders, decreased performance, distractibility, hyperactivity, decreased memory capacity, etc.
Articulatory-acoustic dysgraphia
In the case of articulatory-acoustic dysgraphia, specific errors in writing are associated with incorrect sound pronunciation (both pronounces and writes). In this case, substitutions and omissions of letters in writing repeat the corresponding sound errors in spoken speech. Articulatory-acoustic dysgraphia occurs in polymorphic dyslalia, rhinolalia, dysarthria (i.e., in children with phonetic-phonemic speech underdevelopment).
Acoustic dysgraphia
In acoustic dysgraphia, sound pronunciation is not impaired, but phonemic perception is not sufficiently formed. Errors in writing are in the nature of substitutions of letters corresponding to phonetically similar sounds (whistles - hissing, voiced - voiceless and vice versa, affricates - their components).
Dysgraphia due to impairment of language analysis and synthesis
It is characterized by a violation of the division of words into syllables, and sentences into words. With this form of dysgraphia, the student skips, repeats, or rearranges letters and syllables; writes extra letters in a word or does not complete the endings of words; writes words with prepositions together, and with prefixes separately. Dysgraphia due to a violation of language analysis and synthesis is most common among schoolchildren.
Agrammatic dysgraphia
It is distinguished by multiple agrammatisms in writing: incorrect changes in words according to cases, gender and numbers; violation of the agreement of words in a sentence; violation of prepositional constructions (incorrect sequence of words, omission of sentence parts, etc.). Agrammatic dysgraphia usually accompanies general speech underdevelopment caused by alalia and dysarthria.
Optical dysgraphia
With optical dysgraphia, graphically similar letters are replaced or mixed in writing. If the recognition and reproduction of isolated letters is impaired, they speak of literal optical dysgraphia; if the pattern of letters in a word is disrupted, it is referred to as verbal optical dysgraphia. Typical errors encountered in optical dysgraphia include underwriting or adding elements of letters (“l” instead of “m”; “x” instead of “zh” and vice versa), mirror spelling of letters.
