Correction of written speech disorders in younger schoolchildren

Article:

This work is devoted to the problem of dysgraphia and dyslexia as a specific disorder of the written speech of primary schoolchildren.
This topic is relevant both for speech therapy and for pedagogy in general, since the child’s future acquisition of literacy and adaptation in the child’s society depends on the level of development of the writing process and the reading process in the child.

It should be noted that reading and writing disorders are the most common forms of speech pathology in primary schoolchildren.

The purpose of the essay is to describe specific violations of the written language of primary schoolchildren.

Tasks:

1. Describe the concepts of “dysgraphia” and “dyslexia”.
2. Consider the etiology of written language disorders.

3.Describe methods for correcting written language impairment in primary schoolchildren.

To write the work, the experience of domestic teachers and speech therapists was used: M. E. Khvattsev, R. I. Lalaeva, A. N. Kornev and other researchers.

Speech therapy and osteopathic diagnosis of dysgraphia

Based on the manifestations of dysgraphia, several of its varieties are distinguished.

• Articulatory-acoustic dysgraphia, which is characterized by errors caused by incorrect pronunciation of sounds (when the child writes words exactly as they pronounce them) or insufficient formation of kinesthetic images of sounds (during internal pronunciation of sounds, the child does not rely on normal articulation of sounds). This type of dysgraphia manifests itself by mixing, replacing, or omitting letters.
• Acoustic (impaired phoneme recognition). With this type of dysgraphia, errors are caused by inaccurate auditory differentiation of sounds. The child can pronounce sounds correctly, but at the same time he allows for substitutions of letters that represent phonetically similar sounds. Often there is a mixture of letters denoting voiced and voiceless, whistling and hissing consonants, affricates (ch-sch, ts-t, ch-t, ts-t, s-sch, ts-s, z-zh, b-p, g -k, d-t, etc.).
• Dysgraphia caused by a violation of language synthesis and analysis. At the same time, the child has several types of violations: analysis of sentences into individual words (separate or, on the contrary, combined spelling of words, especially prepositions with parts of speech); phonemic and syllabic analysis and synthesis (distortion of the syllabic and sound-letter structure of a word, omission of vowels and consonants when they are combined, rearrangement of letters, addition of letters and syllables.
• Agrammatic dysgraphia is caused by the immaturity of the lexico-grammatical structure of speech. In this case, the child makes the following mistakes: incorrectly uses case endings and adjectives (fox coat, bear den); he has a violation of the coordination of parts of speech in the phrase (two horses, it started to rain), he cannot correctly use prepositional case constructions (flowers are in a vase); allows omissions of sentence members; incorrectly divides the text into separate sentences.
• Optical - this type of dysgraphia is provoked by poor development of visual-spatial functions: spatial representations, visual mnesis, visual gnosis, visual analysis and synthesis. Because of this, a distorted reproduction of letters is observed in the letter: mixing and substitution of graphically similar letters (p-t, l-m, v-d, i-sh), mirror spelling of letters, unnecessary elements or their underwriting.
• Literal optical dysgraphia - the child has difficulty reproducing isolated letters. It distorts individual letters in words: mixing and replacing graphically similar letters, there is a contextual influence of adjacent letters on the reproduction of the visual image of an individual letter in a word.

Diagnosis of dysgraphia from a speech therapy point of view implies the detection of underdevelopment of writing skills in a child. For this purpose, the speech therapist usually resorts to standard methods such as copying, auditory dictation and independent writing. As for copying, it can be done from both handwritten and printed text. In some cases, it is advisable to complicate the exercise with tasks of a grammatical or logical nature (for example, the child is asked to underline words consisting of three syllables or starting with a certain letter).

An auditory dictation, compared to a regular one, is carried out with the student’s visual self-control, therefore it meets the principle of interaction of all analyzers that participate in the act of writing. The dictation is carried out as follows: after the students have written the dictation, the speech therapist opens the text written on the board and invites the students to correct all the mistakes themselves, then highlight them with colored pencils. You need to use pencils to distinguish the corrections that the student made while writing the dictation from those that he made after its completion.

Another diagnostic method is self-writing. To do this, the child performs the following tasks: he signs story pictures with sentences, and subject pictures with words. The teacher may also ask the student to write an essay or presentation. Based on the results of all three tasks, the speech therapist decides whether the child has problems with written speech that require his intervention.

As for osteopathic diagnostics, it has certain differences. In osteopathy, any pathology is usually considered globally, since the therapeutic effect is achieved through the healing of the entire body, and not a specific system or muscle group. Therefore, to detect disorders in the body that could provoke dysgraphia, the osteopath uses standard diagnostic methods.

Typically, an appointment with an osteopath includes an examination, which includes various types of testing. Namely, the doctor can prescribe active tests (the patient needs to bend in different directions, twist, straighten and bend), passive tests (the doctor himself carries out certain movements in the patient’s joints, while assessing their elasticity, volume and plasticity), stress tests (the doctor , placing his hand on the patient’s head, presses along the axis of the spine, thereby assessing the balance of the bodily system and its stability to external load), tensile tests.

Which doctor treats dysgraphia?

Dysgraphia is usually reported by the child's teacher. He may already have experience working with such children. Next, you should contact a speech therapist and neuropsychiatrist. The main work is carried out by a speech therapist: he develops both hemispheres of the brain, teaches him to distinguish, pronounce and record sounds. A neuropsychiatrist will help identify concomitant disorders (if any), understand the causes of dysgraphia and prescribe medication. In some cases, other specialists are involved in solving the problem, for example, if a child has hearing problems, he can neither hear sounds nor record them.

The difference between dysgraphia and natural difficulties during learning to write

Errors caused by dysgraphia must be distinguished from the natural difficulties that most children experience while learning to write. In schoolchildren who are just beginning to learn, writing errors are caused by the difficulty of distributing attention between spelling, technical and mental operations. The main signs of immaturity in writing skills, which are eliminated during training, include:

• lack of designated boundaries between sentences;
• poor knowledge of letters, especially capital ones;
• predominantly continuous spelling of words that need to be written separately;
• mirror inversion of some letters;
• uncharacteristic mixtures;
• difficulties with indicating soft words in Russian writing.

There are a number of distinctive features that differentiate natural writing problems from dysgraphia. First of all, it is worth remembering that writing errors with dysgraphia are always persistent and can only be gotten rid of after a long course of corrective work. A child can make such mistakes for several years. As for the natural errors associated with underdevelopment of the writing skill, persistence is not typical for them, since as we move from one stage of the skill to another, they completely disappear.

Also, errors with dysgraphia are of a specific nature. This means that such errors can be repeated in all types of oral and written work. Such consistency makes it possible to distinguish such errors from accidental ones that a child may make due to inattention, excessive fatigue, or lack of control when reading and writing. It is also important that dysgraphia is caused by the child’s immaturity of higher mental functions that ensure the normal process of reading and writing - differentiation of phonemes by ear, analysis of sentences into individual words, phonemic analysis and synthesis, optical-spatial functions, lexical-grammatical structure of speech.

How to eliminate dysgraphia and is it possible?

Fortunately, yes, with some effort on the part of both parents, specialists, and the child himself, dysgraphia can be corrected and cured . Of course, this is not a quick process: it may take months or years of systematic training to completely overcome dysgraphia and accompanying writing, speech and reading disorders. But these efforts will be rewarded: the child will be able to fully study in a regular school and become a full-fledged member of society, an ordinary child.

Dysgraphia is not a death sentence, you can live with it, but the task of parents and teachers should be to overcome this illness. Fortunately, many methods and exercises have been developed to eliminate dysgraphia. This is confirmed by famous people suffering from dyslexia and dysgraphia. Here is just a small list of names: Hans Christian Andersen, Albert Einstein, Tom Cruise, Salma Hayek, Cher, Dustin Hoffman, Walt Disney, Fyodor Bondarchuk, Vladimir Mayakovsky, Marilyn Monroe.

Correction of written speech disorders in younger schoolchildren

The most common cause of academic failure among primary school students is various speech disorders, which make it difficult for children to master writing skills. Since eliminating written speech disorders in children requires the involvement of several specialists at once (speech therapist, psychologist, osteopath), this in turn affects the uniqueness of therapy techniques.

The main tasks of correcting dysgraphia in young schoolchildren are:

• full development of phonemic synthesis and analysis;
• improvement of language analysis and synthesis at the following levels: syllable, word, sentence, text;
• development of space-time concepts;
• improving concentration, thinking and memory;
• consolidation and clarification of auditory-pronunciation differences between phonemes;
• development of auditory, visual and kinesthetic analyzers, which take part in the act of speech, reading, writing;
• development and formation of coherent speech;
• enrichment of vocabulary.

The mother-child connection

Why is the mother not just a spectator in the “Successful Start” dyslexia correction course, but actively involved in the correction process? This is explained by the fact that the course provides her with recommendations on harmonizing relationships in the family. She is the one who masters self-help skills for dyslexia and literally learns how to interact with her child again.

There is a scientific basis for this.

Thus, the research group of the Claparède Institute back in the early 1990s. It has been found that the basis of dyslexia is often a negative connection between mother and child. Their relationship is most often based on conflict. For example, a mother forcibly feeds her child, as a result he begins to resist her and gradually transfers this manner to other areas of life. And this manifests itself, first of all, in training. Moreover, the child uses the developed model of behavior in relations with the teacher, as a result of which pedagogical efforts do not have any result.

Basic principles of the dysgraphia correction program for primary schoolchildren

The dysgraphia correction program should be based on the following principles: systemic, complex, ontogenetic, general didactic (accessibility, awareness, visibility, individual approach, awareness). The main place in the correction program is occupied by practical techniques:

• constructive - used to clarify optical-spatial differentiations (for example, this can be the construction of different letters from individual elements, or from one letter to another);
• creative - work on the formation of sound-letter analysis and synthesis.

The correction program for eliminating dysgraphia provides three levels of correction: lexical, phonetic and syntactic. Usually, at the beginning of the course, an introductory conversation is scheduled, a parent meeting and a dictation are held. At the end of the course, there is a conversation with parents, a final dictation, and a summing up (assessment of the dynamics of overcoming dysgraphia.

It is worth noting that most children with problems with written language have difficulties with time orientation: they have very poor knowledge of the basic units of time (months, seasons, days of the week and sequence); they have not developed the generalization of spatial representations and concepts, difficulties arise in the kinetic and dynamic organization of hand movements; clear connections between the auditory analyzer and the motor system are not sufficiently formed. Clarification and development of these functions should be carried out in every lesson.

• Correction of dysgraphia at the phonetic level involves solving a number of problems: the development of sound synthesis and analysis of words (the transition from simpler forms to complex ones) and the improvement of phonemic perception (differentiation of phonemes that have similar characteristics). The correction program involves preliminary work in groups to clarify optical-spatial concepts and subsequent independent work at home using speech therapy cards. Also, as homework, children are asked to do exercises to develop the differentiation of letters, which are mixed according to voiced and voiceless.
• Elimination of dysgraphia at the lexical level involves achieving such tasks as quantitative growth of the vocabulary (this is achieved by mastering new words, as well as their meanings), qualitative replenishment of the vocabulary (the child’s assimilation of emotional and semantic shades of the meanings of different words, their figurative meaning); understanding the synonymy and antonymy of words, the formation of a culture of speech (elimination from it of slang words, vernacular, parasitic words).
• At the syntactic level, correctional work involves enriching phrasal speech, consciously constructing sentences, and children mastering the compatibility of words in a sentence.

The first stage of dysgraphia correction

At the first stage of correctional work, students’ attention is drawn to the work of the articulatory apparatus in order to make it as controllable as possible; children are also taught to evaluate muscle sensations while pronouncing sounds and words, as well as to associate their sensations with acoustic stimulation. To do this, it is necessary to practice the articulation of first row vowels and consonants, even if their pronunciation usually does not suffer. Exercises aimed at recognizing and isolating sounds from words are carried out based on pronouncing in a loud voice, and then pronouncing words in a normal voice. Afterwards, the child proceeds to perform the exercise silently.

Also, during correctional work, the child should understand the relationship between the letter and the sound. Subsequent speech therapy work is aimed at developing sound-letter synthesis and analysis. Great importance is given to the differentiation of letters that have kinetic similarity or the same number of elements (p-t, l-m, i-sh, i-shch), similar in spatial arrangement of elements (b-d, v-d, y- h, g-r).

Work begins with optical-spatial differentiation, for which the child needs to perform actions with geometric shapes, pictures, perform exercises with constructing letters using counting sticks, guessing isographs, guessing letters. The main task of a speech therapist is to teach children to identify specific features that allow them to distinguish mixed letters from each other.

Such work should be carried out without absences at each lesson in its organizational part. After completion, children are given individual lessons to study on cards to take home. Also, during correctional classes, active work is carried out to distinguish between phonemes that have acoustic-articulatory similarities (primarily this concerns vowels of the 1st and 2nd rows). The work at the first stage ends with children distinguishing consonant sounds. To do this, the speech therapist gives them the concept of deaf and voiced sounds, compares them, explains their differences and similarities.

The second stage of dysgraphia correction

The second stage of correction of dysgraphia in younger schoolchildren begins with clarification and subsequent expansion of the children’s vocabulary. At this stage, the speech therapist should familiarize children with the synonymy and antonymy of words, without naming these phenomena, but explaining their essence in detail. Then the specialist clarifies the children’s understanding that words consist of sounds that merge into syllables. Then the students begin to master the structure of the word, for which they first rely on the rhythmic pattern of the word and its graphic representation, which is supported by the syllabic role of vowels. Also at this stage of correctional work, important attention is paid to isolating vowel sounds (stressed and unstressed) from words.

The third stage of dysgraphia correction

At the third stage of dysgraphia correction, the speech therapist moves on to working on a simple sentence. While performing various exercises, children learn to understand the syntactic basis of a sentence. As a result, they lay the foundation for mastering the skills of syntactic parsing of sentences at subsequent stages of learning. Also, in parallel, work is underway on the grammatical design of the sentence. In classes, a speech therapist teaches a child with dysgraphia to correctly coordinate parts of speech.

Of no small importance at the third stage of dysgraphia correction is the study of prepositions. At the same time, work is carried out exclusively with those prepositions that are not used in students’ oral speech or are mixed with others (for example, this could be replacing the preposition “from” with the preposition “with”). When analyzing prepositions, the student’s understanding of the spatial meaning of prepositions is first worked out, after which their meanings are learned. Also, in parallel, classes should include tasks that reinforce the child’s understanding of the separate writing of prepositions and words.

The speech therapist also focuses on activities whose main goal is the formation of coherent speech. First, children learn to retell the text, then compose stories using several pictures, according to a plan, using one plot picture, using supporting words. Moreover, at this stage, as at the previous two, it is extremely important that the child gradually enriches his vocabulary. The speech therapist must take this into account when preparing a lesson and selecting exercises.

In some children with mixed problems of written speech, some non-speech processes (auditory and visual attention, thinking, memory) may remain unformed, therefore, throughout the course of correction, the speech therapist should include in classes tasks aimed at their development. To overcome dysgraphia and achieve set goals, various games are actively used: while working on identifying vowel sounds - active and didactic games with a ball; to develop skills of analysis and synthesis - didactic games (“Pyramid”, “Toy Store”).

At all stages of written speech correction, it is effective to use speech therapy games. Important attention should be paid to such a technique as modeling: during the formation of language analysis and synthesis (at the level of sound, syllable, sentence), when working on stress, when differentiating vowels. Speech therapists also actively use visual and verbal methods of influence (stories, conversations, explanations).

READING AND WRITING IMPAIRMENTS IN JUNIOR SCHOOLCHILDRENmethodological development on the topic

READING AND WRITING DISORDERS

FOR JUNIOR SCHOOL CHILDREN

Mastery of language, accurate, correct oral and written speech is a necessary condition for the formation of a successful personality. This important task faces both parents and teachers and speech therapists. It can only be resolved through close cooperation. The role of the speech therapist is especially important in the implementation of the task if the child has impairments in oral and written speech. Currently, there is a sufficient amount of literature on overcoming sound pronunciation disorders. Unfortunately, a violation of one structural component of the speech system entails secondary and tertiary disorders. Among them, as a rule, are general underdevelopment of speech, disturbances in the processes of reading and writing, disturbances in memory, concentration, verbal and logical thinking, etc. Teaching children to read and write is not an easy task. And not all children are given these, in the opinion of adults, basic things easily and simply. A child can be in many ways smarter and more talented than his peers - and make the most incredible, from the point of view of his parents or teacher, mistakes in reading and writing. For example, skip letters: chsi – hours; Write all words or prepositions with words together; make two words from one word: ok and but – window, etc. Unfortunately, many parents, and sometimes teachers, attribute these mistakes to inattention. At best, the teacher recommends that parents write more dictations with their child. And then a difficult period begins for both parents and children. The child develops a negative attitude towards writing, towards the subject, towards school. To avoid this, analyze your child’s mistakes. If such “ridiculous” mistakes are not random, but are repeated regularly, then the child should seek advice from a speech therapist.

Teaching children to read correctly, fluently, consciously, and expressively is one of the tasks of primary education. And this task is extremely relevant, since reading plays a huge role in the education, upbringing and development of a person. Reading is a window through which children see and learn about the world and themselves. Reading is also something that is taught to younger schoolchildren, through which they are educated and developed. Reading abilities and skills are formed not only as the most important type of speech and mental activity, but also as a complex set of abilities and skills that have an educational character, used by students in studying all academic subjects, in all cases of extracurricular and extracurricular life. Therefore, it is necessary to systematically, purposefully work on the development and improvement of fluent, conscious reading skills from class to class.

A complete reading skill is the basis for further learning in all other school subjects, the main source of information and even a way of communication.

From a scientific point of view, the importance of the reading process is no less great. Successful acquisition of reading skills is one of the indicators of the general level of development of a child’s cognitive activity, just as difficulties in the process of learning to read indicate individual problems in the development of a particular mental process (attention, memory, thinking, speech).

There are four qualities of reading skill: accuracy, fluency, consciousness, expressiveness.

The main task of teaching reading is to develop these skills in children.

First, the child must master the reading technique, only then will there be understanding. This is exactly what I would like to focus your attention on. If we do not develop a reading technique, the process of understanding disappears, and so-called mechanical reading arises.

Accuracy is defined as reading smoothly without distortion affecting the meaning of what is being read.

Fluency is the reading speed that determines reading comprehension. This speed is measured by the number of printed characters read per unit of time (usually the number of words per minute).

Consciousness of reading in recent methodological literature is interpreted as an understanding of the author’s intention, awareness of the artistic means that help to realize this idea, and comprehension of one’s own attitude to what has been read.

Expressiveness is the ability, through oral speech, to convey to listeners the main idea of ​​a work and one’s own attitude towards it.

The study of reading literacy is the study of the process of understanding text; 55% of our high school students do not understand what they read. (This is a PISA study). In our country, from 40 to 60% of children graduate from primary school with persistent difficulties in reading and writing. Today we are talking about how they read, about the quality of reading.

The reading process is not a process that can be formed quickly. Unfortunately, over the past 50 years, the time spent learning to read and write has decreased very sharply, almost halving. And if we take a primer from the 1950s and modern textbooks that a child should be reading in 2 months, then we will understand that the information richness, the pace that we give the child, has grown incredibly. But the child’s capabilities remained the same. Whatever specific functionality it had, that is how it remained. If in the 50s children of almost eight years old came to school, then in the last 20 years children of six years old came to school.

The motive for reading is need. A primary school student mastering reading first has a need to learn to read, that is, to master the sound system and the process of reading itself—the emergence of words from letters. This piques his interest. Having mastered the initial reading (literacy), the student changes the motive for reading: he is interested in understanding what thought lies behind the words. As reading develops, the motives become more complex and the student reads with the goal of learning some specific fact or phenomenon; even more complex needs appear, for example, to know the motive of the hero’s action in order to evaluate it; find the main idea in a popular science text, etc.

In methodological science, there are three stages in the formation of reading skills: analytical, synthetic and automation stage.

This path - from the analytical stage to the automation stage - can be followed by a child in primary school, provided that the teacher provides a certain mode of operation in the classroom;

1) reading exercises should be done every day;

2) the selection of texts for reading should not be random, but should be made taking into account the psychological characteristics of children and the literary characteristics of the texts;

3) the teacher must carry out systematic work to prevent erroneous reading;

4) the teacher must use an appropriate system for correcting errors made while reading;

5) training in silent reading should be specially organized, involving several stages: reading in a whisper, silent articulation of what is being read, “quiet reading” (in terms of internal speech), and actual reading to oneself.

Primary school teachers know from their work experience that there may be up to 30% of students in a class who have various writing disorders. The process of writing, which is automatic in an adult, causes many problems in a child. Writing is a complex form of speech activity, a multi-level process. It involves speech-auditory, speech-motor, visual, and general motor analyzers. A close connection is established between them in the process of writing. Writing is closely related to oral speech and the degree of its development. It is based on the ability to distinguish speech sounds, isolate them in the flow of speech and connect them, pronounce them correctly. To write a word, a child needs:

1. determine its sound structure, sequence and place of each sound;
2. correlate the highlighted sound with a certain image of the letter;
3. reproduce the letter using hand movements.

To write a sentence, you need to mentally build it, speak it, maintain the required writing order, break the sentence into its constituent words, and mark the boundaries of each word.

Writing should be meaningful for the child, it should be caused by a natural need, necessity, and included in the life task necessary for the child. Only then can we be sure that it will develop in the child not like the habits of the hand and fingers.

According to the IVF RAO, a significant proportion of children entering school have age-related immaturity of speech (up to 60%), motor skills (30–35%), visual and visual-spatial perception (up to 50%), visual-motor and auditory-motor coordination (up to 35%). All of these are basic cognitive (school-relevant) functions that ensure the development of writing and reading skills.

At the same time, it must be emphasized that almost all researchers believe that many of these problems can be largely compensated even before the start of training, or during the training process, with proper work with children and appropriate organization of the educational process.

Thus, the occurrence of difficulties in learning to write and read in primary school can be associated with a variety of reasons: with living conditions and the organization of education, with individual and age-related developmental characteristics and the state of the child’s health. Most often, the influence of both exogenous and endogenous causes is joint and complex. It is important to be able to identify and distinguish between them in order to choose measures to effectively help the child.

Overcoming difficulties in learning to write and read in elementary school can be done in the following areas:

1. formation of correct sound pronunciation;
2. development of phonemic hearing, analysis and synthesis of words, phonemic representations;
3. activation and enrichment of vocabulary;
4. development of auditory and visual attention, memory, thinking, inter-analyzer connections;
5. formation of coherent speech (detailed, selective and brief retelling), compiling a story based on a series of pictures, according to a proposed plan, based on the beginning or end of the text;
6. improvement of spatial-temporal orientations (on one’s body, in three- and two-dimensional space, dermalexia, modeling letters from sticks, from elements of letters, reconstruction of letters, development of mnemonic abilities, etc.);
7. development of movements of fingers and hands (massage and self-massage of fingers, playing with fingers, tracing contours, shading, working with scissors, plasticine, mosaics).

TYPICAL WRITING ERRORS AND THEIR POSSIBLE CAUSES

TYPICAL READING ERRORS AND THEIR POSSIBLE CAUSES

CORRECTION OF READING AND WRITING DISORDERS INCLUDES TASKS AT DIFFERENT LEVELS

Working with letters

1. Naming the letters written on the cards correctly and mirrored.
2. Laying out letters from sticks and focusing on how their elements are arranged.
3. Feeling letters made of cardboard or sandpaper with your eyes closed, recognizing them, placing them correctly on the table, inventing words with them.
4. “What does the letter look like?” Drawing letters by association, for example, “P” - gate, crossbar, “G” - hanger, “CH” - chair.
5. Dermalexia - recognition of a letter “written” on the back, on the palm, in the air, on the table.
6. Tracing letters using a stencil.
7. Coming up with words containing a given letter in a certain position.

Working with syllables

1. Coming up with words containing a given syllable in a certain position (beginning, middle, end of a word).
2. Drawing up syllable patterns.
3. Compiling a syllable from pictures (for example, when depicting a poppy and a dandelion, the syllable is formed from the first sounds of these words “mo”).
4. Composing syllables from letters of the split alphabet.
5. Changing the order of sounds in a syllable (name the resulting syllable).
6. Selecting from the syllabic series only those syllables that begin with a vowel sound.
7. Select from the proposed range only syllables ending with a vowel sound.

Working with words

1. Guessing puzzles.
2. Selection of words into a semantic series (name a feature of an object, a generalizing word).
3. Dividing words into syllables with emphasis on the stressed syllable.
4. Selection of words to sound-syllable patterns.
5. Selection of related words to a given word.
6. Composing a word based on the initial sounds of other words (“flour, apple, cup” - “ball”); according to the last sounds (“fish, sleep, alphabet, chestnut, cabbage, nose” - “pineapple”).
7. Compiling a chain of words that differ in one sound (“bunny - T-shirt - seagull - nut - cod - husky - gang”).
8. Reading words in reverse order (“sleep - nose”).
9. Composing two words into one (“steam and cart - steam locomotive”).
10. Selection of synonyms and antonyms for a given word.
11. “Leapfrog” (reading words with a complex syllabic structure in reverse)
12. Search the text for specified words.
13. Reading only the second half of words.
14. Reading lines backwards letter by letter.

Working with phrases

1. Selection of adjectives (subject attributes) for a given word.
2. Selection of nouns for adjectives.
3. Working with adjectives that have missing endings.
4. Combinations of nouns with verbs: selection of verbs for a given noun (“What can you do with carrots?” - “Eat, plant, dig, cut, grate, cook, wash”, etc.);
5. selection of a noun for a given verb with a preposition (“come to …”, “leave from …”); selection of the required verb depending on the gender and number of the noun (“Zhenya drew”, “Zhenya drew”).
6. A combination of a noun and a numeral.

Working with a proposal

1. Drawing up proposals based on schemes.
2. Highlighting sentence boundaries in the text.
3. Connecting broken parts of sentences “Sticky falls. Snow barks loudly. "Ball." - “Sticky snow is falling. Sharik barks loudly."
4. Compose sentences with a given number of words.
5. Repeated sentences quickly.
6. Reading text through words.
7. Filling in missing words in a sentence with hints of some of their letters
8. Reading lines with the top half covered.

Work with text

1. Reading deformed sentences in which nouns are replaced by pictures.
2. Composing two texts from a set of sentences.
3. Compiling a story based on a plot picture, a series of drawings, the beginning or end of the text, and key words.
4. Working with deformed text in which the sequence of presentation is disrupted.
5. Writing fairy tales and stories.

Working with speed reading tables

from on cancer give salt labor park tail from behind steam may pain mole March blackbird ah don't juice beat the dust table cake cross

Correction of writing disorders in older schoolchildren

Correction of dysgraphia in older schoolchildren is necessary depending on its type. However, it is worth considering that some children may experience a mixture of several types of dysgraphia. Therefore, taking into account violations of written speech, correctional work may consist of the following sections:

• overcoming problems with writing caused by a violation of language analysis and synthesis;
• elimination of agrammatic dysgraphia;
• correction of optical dysgraphia;
• overcoming acoustic dysgraphia.

Dysgraphia due to impairment of language analysis and synthesis

The main tasks of correcting dysgraphia caused by a violation of language analysis and synthesis include the formation, gradual development and improvement of skills in analyzing sentence structure, as well as syllabic and phonemic synthesis and analysis.

The development of these skills involves the following stages of work:

• the child’s determination of the number, place and sequence of words in a sentence;
• isolating a vowel sound from a syllable or word;
• distinguishing vowel and consonant sounds in a word;
• determining the number and place of a syllable in a word;
• composing words by rearranging syllables and adding sounds;
• isolating the first and last sound from a word, as well as determining its place;
• determination of sequence and positional place in a word.

To develop skills and consolidate them during correctional classes, speech therapists use a set of various exercises:

• Insert the missing letters in words (for example, kry...a, ru...a);
• Choose words in which the sound specified by the speech therapist would be in first, second, third place. For example, if you come up with words with the sound [k] using this scheme, then they could be a cat (in first place), a window (in second place), and a poppy (in third place).
• Add several sounds to one syllable to create different words.
• Choose words with the same number of sounds from one sentence.
• Choose words with a given number of sounds (for example, with three sounds - smoke, house, cancer.
• Children first roll the dice and then come up with a word consisting of sounds in an amount that corresponds to the number of dots on the dice.
• “Sound arithmetic” - children are asked to add or remove one sound from a word to end up with a new word.
• “Finest hour” - children need to create new words from the letters of the word “picture”: whale, tina, thread, tank.
• The word is a mystery. The speech therapist writes the first letter of the word and puts dots in place of all the others. Students need to come up with words starting with this letter.
• Children need to name words in which the letters are in reverse order.

Agrammatic dysgraphia

The main tasks of correcting this type of dysgraphia include the formation and improvement of the following skills: the ability to most accurately correlate certain words with a phenomenon, object, action; understand the morphological composition of words; be able to formulate your speech grammatically correctly; speak coherently.

To develop these skills, the following areas of correctional work are recommended:

• First, the speech therapist clarifies the meanings of words that are in the child’s vocabulary, which is then gradually enriched in the learning process. This happens due to the accumulation of new words that relate to different parts of speech and due to the development in children of skills to actively use word formation methods. Thus, the child gradually develops a consistent accumulation of “nests of related words.”
• Formation and development of grammatically correct speech through mastering the connection of words in sentences, phrases, and models of syntactic constructions.
• Development of skills to speak coherently, which includes the selection of certain linguistic means for utterance, taking into account the goals of communication, establishing the sequence of utterances, improving the ability to construct and then rebuild sentences according to patterns.

Optical dysgraphia

During correctional work to eliminate optical dysgraphia, the doctor concentrates on the development of visual perception and the subsequent differentiation of mixed letters in writing. To overcome optical dysgraphia, it is necessary to teach the child ideas about size, shape and color, the design of letters, their location and selection, and orientation in the surrounding space. You can consider how optical dysgraphia can be eliminated in practice using the example of exercises aimed at differentiation in words i-u.

• To begin, the speech therapist focuses on the development of spatial concepts in the child. To do this, he can ask the student to draw these letters with a certain sequence of movements.
• The teacher then moves on to develop phonemic analysis and synthesis. To do this, he writes several numbers and letters on the board (p, w, i, g, y, a, k). Afterwards, the speech therapist gives the students the following tasks: select only letters and make a word (toy) from them, determine which sound is in the first and fourth place of the resulting word.
• At the next stage of the lesson, the speech therapist offers the student a visual analysis of the letters being studied. To do this, the child must look at the letters and understand what elements they consist of. He should also find similar and distinctive features between the letters.
• To consolidate the understanding of the differences between letters, the student performs exercises. For example, he needs to copy words, while inserting missing letters instead of dots (p...ram...da). Another exercise involves making new words from the letters of the word “truck.” Then in these words the student needs to emphasize the letters studied in the lesson.

Acoustic dysgraphia

The objectives of correctional work to overcome acoustic dysgraphia include the development of the following skills:

• auditory perception;
• ideas about sounds;
• phonemic analysis and synthesis;
• distinguishing mixed sounds by sonority and dullness, hardness and softness.

The training program is based on the child’s comparison of mixed sounds in auditory and pronunciation terms, as well as clarification of the auditory and pronunciation image of the mixed sounds.

How the development of skills to distinguish letters by ear occurs in practice can be considered using the example of practical classes on differentiating the sounds [d] and [t].

• First, the speech therapist asks students to compare the articulation of the sounds [d] and [t]. First, he pronounces these sounds himself, after which he asks the students to repeat after him. Students can try putting their hand to their throat while pronouncing sounds to listen to how much the throat trembles when pronouncing the sound [d]. As a result, children must learn that the sound [d] is pronounced with the participation of a voice, therefore it is voiced, and [t] is pronounced without a voice, therefore it is deaf.
• Students are given gray and black cards. When they hear the sound [d] in a word, they must pick up a black card, and when they hear [t] - a gray one.
• Children are asked to look at pictures with a house, a bucket, a honeycomb, grass, a garden, a chair, and an arrow. Then these pictures need to be laid out under the letters d and t.
• Students need to insert the missing letters d or t into the words: truck., boro.a, s.rela, vor.a, gr.usnik, ve.ka.

What should teachers and parents do?

Eliminating such a problem cannot be done alone: ​​parents, teachers and doctors must unite and agree on their actions. Prescribe treatment, perform certain exercises. Perhaps the child should be transferred to another school (specialized) or hired a tutor who can professionally perform exercises with the child at home.

We must not forget that “dysgraphics” are very often acutely aware of their problem and are afraid to manifest it again: they miss lessons, lose notebooks in the Russian language, and communicate little. The task of adults, in addition to treatment, is to provide psychological support to the child: do not scold, show interest in success, help.