8 Common Writing Disorders in Schoolchildren

Parents of kindergarten-aged children are concerned about how their child speaks, but mothers and fathers of schoolchildren have other problems. As soon as school begins, your child may experience difficulties with written speech. And very often this does not mean that your treasure is not gnawing too hard on the granite of science. Learning difficulties may be associated with speech disorders.

Written speech

Experts refer to written speech as the process of writing letters, words and text itself, as well as their reproduction “from a sheet of paper,” that is, reading. The formation of written speech is a conscious process, the result of targeted learning. Accordingly, some difficulties may arise in children due to imperfections in the psychological sphere - attention, perseverance, concentration, motivation to study. However, educational measures are not always the method of overcoming problems. Often, writing problems have more serious causes that do not depend on the diligence of your schoolchild.

In order for written speech to be formed correctly, several components are necessary:

1. A developed system of mental factors - memory, thinking, attention, imagination, ability to self-control, analysis and synthesis.
2. Developed motor skills, fine motor skills.
3. Ability to perceive - visual, phonemic.
4. Correct and well-developed oral speech.

The last point is by no means less significant. It is the level of development of oral speech that is the basis on which a new skill will be built. For this reason, it is extremely important to solve all possible speech therapy problems in a child before starting school.

Impaired writing can manifest itself in different forms, depending on the presence of certain problems. Contacting a speech therapist will help you cope with them and help your child succeed in school.

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.

Dyslexia

If your child has difficulty learning to read, he or she may have dyslexia.

It is characterized by:

• Letters in words are read incorrectly (merging with subsequent/previous ones, “swallowing”, substitutions).
• The accents are placed in the wrong place.
• The word is not read to the end.
• During the reading process, words are skipped or rearranged, lines are lost, and transition from one line to another is difficult.

As a rule, dyslexia is associated with speech hearing impairment. It is difficult for a child to distinguish sounds that are similar in pronunciation. Important factors are also the sufficient development of the ability to analyze and synthesize, maintain attention and accuracy of perception.

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).

Dysgraphia

Constant errors in writing, not related to knowledge of spelling rules, are a characteristic feature of dysgraphia. These mistakes are illogical and even unexpected for teachers and parents. “Cow” can turn into “krova”, “April” into “atrel”, letters are turned upside down, and words in a separate sentence are not connected to each other.

Edifications, traditional activities with the child and even punishment cannot lead to results. The whole point is that dysgraphia does not arise from the child’s disobedience, but due to the insufficient formation of higher mental functions and violations of various components of speech.

THE CONCEPT OF DYGRAPHIA AND DYSLEXIA

Dysgraphia and dyslexia are the inability (or difficulty) of mastering reading and writing with intact intelligence and physical hearing.

A. Kussmaul was the first to point out these disorders as an independent pathology of speech activity in 1877. Then many other works appeared in which descriptions were given of children with various reading and writing disorders.

In the 30s of the 20th century, reading and writing disorders began to be studied by psychologists, teachers, and defectologists.

The content of the term “dysgraphia” is defined differently in modern literature.

R.I. Lalaeva gives the following definition: dysgraphia is a partial violation of the writing process, manifested in persistent, repeated errors caused by the immaturity of the higher mental functions involved in the writing process.

I. N. Sadovnikova defines dysgraphia as a partial writing disorder (for younger schoolchildren, difficulties in mastering written language).

A. N. Kornev calls dysgraphia the persistent inability to master writing skills according to the rules of graphics.

A. L. Sirotyuk defines dysgraphia as a partial impairment of writing skills due to focal damage, underdevelopment or dysfunction of the cerebral cortex.

In the textbook by L. S. Volkova the following definition is given:

“Dysgraphia is a partial, specific disorder of the writing process.”

O. V. Pravdina believes that one of the differences between written and oral speech is additional means of expressing the meanings of language. Understanding oral speech is facilitated by the expressiveness of speech, facial expressions and gestures of the speaker, as well as the general situation in which speech is realized.

In the process of writing, all this is replaced by dividing speech into words, using punctuation marks, a red line, a capital letter, different spellings of words that sound the same but have different meanings, underlining, highlighting in a special font, as well as drawings, tables accompanying the text, and, of course, connection with the entire text.

Oral speech is formed first, and written speech - a superstructure over already mature oral speech - uses all its ready-made mechanisms, improving and significantly complicating them, adding to them new mechanisms specific to the new form of language expression.

Automated hand movements are the final step in the complex process of translating spoken language into written language.

A. R. Luria defines the following writing operations:

A letter begins with an incentive, a motive, a task.

One of the most complex operations in the writing process is the analysis of the sound structure of a word.

The next operation is the correlation of a phoneme isolated from a word with a certain visual image of a letter, which must be differentiated from all others, especially from graphically similar ones.

Then follows the motor operation of the writing process - reproduction of the visual image of the letter using hand movements. Simultaneously with the movement of the hand, kinesthetic control is carried out.

The lack of development of any of these functions can cause a disruption in the process of mastering writing, 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.

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.

Dyslexia is also classified as a written language disorder.

R.I. Lalaeva gives the following definition: dyslexia is a partial specific disorder of the reading process, caused by the immaturity (impairment) of higher mental functions and manifested in repeated errors of a persistent nature.

A. N. Kornev, speaking of dyslexia, means conditions the main manifestation of which is a persistent selective inability to master the skill of reading, despite a sufficient level of intellectual and speech development for this, the absence of disorders of the auditory and visual analyzers and optimal learning conditions.

Dyslexia is a partial specific disorder of the reading process, caused by the immaturity (impairment) of higher mental functions and manifested in repeated persistent errors.

Reading begins with visual perception, discrimination and recognition of letters. On this basis, letters are correlated with the corresponding sounds and the sound-pronunciation image of the word is reproduced and read. Due to the correlation of the sound form of a word with its meaning, understanding of what is being read is achieved.

In the reading process, we can conditionally distinguish two sides: technical (correlating the visual image of a written word with its pronunciation) and semantic, which is the main goal of the reading process.

Understanding “is carried out on the basis of the sound form of the word with which its meaning is associated.”

There is a close, inextricable connection between these aspects of the reading process.

T. G. Egorov identifies the following stages in the formation of reading skills:

1) mastery of sound-letter notations;

2) syllable reading;

3) the formation of synthetic reading techniques;

4) synthetic reading.

Each of them is characterized by originality, qualitative features, a certain psychological structure, its own difficulties and tasks, as well as methods of mastery.

Reading errors in dyslexia are persistent, and without special correction work they can persist in a child for many months and years.

The dynamics of dyslexia are regressive in nature with a gradual decrease in the types and number of errors in reading, and the degree of severity.

Thus, the concept of written speech includes reading and writing as equal components. “Writing is a symbolic system for recording speech, which allows, with the help of graphic elements, to transmit information at a distance and consolidate it in time. Any writing system is characterized by a constant composition of characters.”

Lack of development of functions can cause a disruption in the process of mastering writing and reading.

Dysgraphia, like dyslexia, in children with normal intelligence can cause various deviations in personality formation and certain mental layers.

Articulatory-acoustic dysgraphia

This option occurs when there are problems with sound perception and pronunciation of sounds. That is, the child “writes what he hears.”

• arbitrarily uses voiced and voiceless consonants in writing, changing their places;
• alternates between whistling and hissing sounds;
• skips a soft sign;
• mixes affricates and their components;
• randomly changes vowels of the first and second rows.

The problem cannot be solved until the speech therapist establishes the correct articulation of all sounds and masters phonemic hearing skills.

For example: “cat” - “koska”, “swing” - “rollers”.

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.

Dysgraphia agrammatic

In this case, during writing, the grammatical structure of speech is disrupted:

• the connection between words in a sentence is disrupted, phrases are not consistent with each other;
• nouns are put in the wrong number, case or gender;
• prefixes and suffixes are replaced;
• the structure of the sentence itself changes.

The problem becomes noticeable in the 3rd grade, when mastery of grammar becomes a prerequisite for learning. Parents should be careful.

Example: “Beautiful car”, “Katya and Lena are driving a car”.

Optical dysgraphia

Letters consist of a certain set of elements - hooks, sticks, circles, ovals, etc. If there are problems with visual-spatial perception, the process of analysis and synthesis, schoolchildren may experience typical errors:

• letters are written in mirror image;
• extra elements appear in the letters (“porridge” - “kashshsha”);
• the details of the letters “come off” from each other or a gap appears between the written
• letters in one word;
• visually similar letters are replaced (v - d, t - p, i - sh).

Classification of dysgraphic errors

Errors caused by immaturity of phonemic processes and auditory perception:

1. missing vowels; all-hanging, room-room, harvest-harvest;
2. omissions of consonants: komata-room, wey-all;
3. omissions of syllables and parts of words: arrow lines;
4. replacement of vowels: food-food, sesen-pine, light-light;
5. replacement of consonants: tva-two, rocha-grove, harvest-harvest, bokazyvaed-shows;
6. permutations of letters and syllables: onko-window;
7. underwriting of letters and syllables: through-through, on a branch-on branches, dictation-dictation;
8. building up words with extra letters and syllables: children-children, snow-snow, dictation-dictation;
9. distortion of the word: malni-small, teapot-thicket;
10. continuous spelling of words and their arbitrary division: two-two, strike-clock-strike, in all-all;
11. inability to determine the boundaries of a sentence in a text, writing sentences together: Snow covered the entire earth. White carpet. The river is frozen and the birds are hungry. — Snow covered the whole earth with a white carpet. The river froze. The birds are hungry.
12. violation of mitigation of consonants: big-big, just-only, sped off-rushed off, mach-ball.

Errors caused by unformed lexical and grammatical aspects of speech:

1. violations of word agreement: from a spruce branch - from a spruce branch, grass appeared - grass appeared, huge butterflies - huge butterflies;
2. violations of control: in the branch - from the branch; rushed to the thicket, rushed into the thicket, sitting on a chair, sitting on a chair;
3. replacing words based on sound similarity;
4. continuous writing of prepositions and separate writing of prefixes: grosche - in the grove, wall - on the wall, on the booze - swell;
5. missing words in a sentence.

Errors caused by unformed visual recognition, analysis and synthesis, spatial perception:

1. replacement of letters that differ in different positions in space: w-t, d-v, d-b;
2. replacement of letters that differ in different numbers of identical elements: i-sh, ts-sch;
3. replacing letters that have additional elements: i-ts, sh-shch, p-t, x-zh, l-m;
4. mirror writing of letters
5. omissions, extra or incorrectly positioned letter elements.

Errors caused by children’s inability to assimilate a large amount of educational material, remember and use orally learned spelling rules in writing:

1. unstressed vowel at the root of the word: vada-water, chisy-hours;
2. spelling of voiced and unvoiced sounds in the middle and at the end of a word: tooth-tooth, doroshka-path;
3. denotation of softening of consonants;
4. capital letter at the beginning of a sentence, in proper names.

Recently, another group of errors has been identified, which are considered necessary to be classified as dysgraphic if they are persistent. They say about children who have this type of error: “As they hear, so they write.” The classification of errors is based on the reasons for their occurrence. This will help the teacher (parent) both to identify the causes of difficulties and to correctly identify the type of violations in the writing process and plan work to overcome these violations.

Dysgraphia that occurs when the processes of analysis and synthesis are disrupted

This option occurs quite often, so parents need to pay attention if the child regularly repeats errors of this kind:

• syllables and individual syllables are swapped or omitted altogether (“doll” - “kulka”, “cook”, etc.);
• words are not completed;
• additional letters appear in words (“machine” - “maashina”);
• prepositions are written together with words, and prefixes, on the contrary, are written separately;
• In words, individual syllables from neighboring words are mixed up.

Let us repeat, the point here is not that the child is not trying hard enough or is not doing his homework diligently enough. Dysgraphia problems have deeper roots. The child definitely needs the help of a speech therapist.

Correct diagnosis of the condition and timely corrective measures can correct the situation and add positive grades to the diary and motivation to study.

Speech therapy program for the correction of written speech (ONR, writing disorder)

This program of speech therapy work involves the correction of written speech in students with special needs development disorders in accordance with the Federal State Educational Standard of the Special Education. The program lasts 3 years. In each year of study, subject, meta-subject and personal results are prescribed.

Speech therapy program for the correction of written speech (ONR, writing disorder).

The program of speech therapy work for the correction of disorders of written speech was developed on the basis of an Instructional and methodological letter on the work of a speech therapist teacher in a secondary school and taking into account the requirements of the Federal State Educational Standard of NOO

The purpose of speech therapy classes: to assist students who have impairments in the development of oral and written speech (primarily) in mastering general education programs (especially in their native language).

Tasks:

• formation of speech motor concepts (articulatory motor skills);
• formation and development of speech-auditory representations (phonetic-phonemic, timbre-intonation);
• development of visual-motor concepts (fine motor skills, graphomotor skills);
• development of spatial concepts (size, shape, spatial orientation);
• development of temporary concepts;
• development of voluntary auditory and visual attention;
• formation and development of verbal logical, figurative, motor memory.
• development of mental operations (the ability to compare, analyze and synthesize, specify and generalize, draw conclusions and conclusions);
• developing the ability to identify and maintain goals and methods of activity, and check its results;
• development of cognitive relations (the desire to acquire knowledge, understand the phenomena of reality, understand them, find an explanation for them);
• formation of intellectual feelings (satisfaction in mastering knowledge, skills and abilities);
• formation of phonemic perception;
• formation of phonemic analysis and synthesis skills;
• developing skills in sound-letter analysis and synthesis;
• formation of skills of syllabic and language analysis and synthesis;
• the formation of ideas about various types of communication (coordination and control) in phrases and sentences;
• development of coherent speech;
• development of reading and writing processes;
• establishing logical and linguistic connections between sentences;
• clarification of the morphological structure of the word (prefix, suffix, root, ending);
• development of inflection and word formation skills (various methods);
• developing the skill of correct use of prepositional case constructions;
• development of skills in using various types of communication in word combinations in speech (control and coordination);
• teaching syntactically correct sentence formatting;
• training in constructing complex sentences.

Speech therapy classes are carried out primarily at the level of primary general education with students who have general or phonetic-phonemic underdevelopment of speech, which prevents them from successfully mastering the subject “Russian language”. The number of hours for the entire period of study is 218 hours, 3 hours per week in the first year of study (87 hours), in the second year - 2 hours per week (58 hours), in the third year of study in the 1st half of the year 2 hours per week, from second half of the year – one hour each (43 hours). For all three years of study, 30 hours are allocated for introductory, intermediate and final monitoring of the state of students’ oral and written speech.

Planned results

Subject-based results of speech therapy correction of written speech disorders should reflect students’ knowledge:

• about vowels and consonants sounds and letters;
• about the concepts: sound, letter, syllable, word, phrase, sentence, text, preposition, prefix, stressed vowel, stressed syllable, unstressed vowel, unstressed syllable;
• about how they differ from each other: sounds and letters, vowels and consonants, syllables, words, phrases, sentences and text;
• about the graphic designation of syllables, sounds and words, sentence boundaries, prepositions and prefixes;
• about the spelling of prepositions and prefixes.
• about the characteristics of related words (closeness of meaning, presence of a common part - the root);
• about the composition of a word: root, suffix, prefix, ending, stem;
• about the spelling of suffixes and prefixes;
• about parts of speech;
• about how a noun agrees with an adjective, verb and numeral;
• about the main and minor members of a sentence;
• about a complex sentence and its composition; about types of connections in a complex sentence;
• about the types of connections in a phrase (semantic and logical).

By the end of the training, students will be able to:

• distinguish between vowels and consonants;
• distinguish sounds and letters, syllables and words, phrases and sentences, a set of individual sentences and text;
• identify stressed and unstressed vowels and syllables;
• determine the place and sequence of a given sound in words: vowels and consonants;
• determine the number of sounds in words, syllables in words, words in sentences, sentences in text;
• perform sound, letter, syllabic analysis and synthesis of words, as well as language analysis and synthesis of sentences;
• graphically indicate sounds, syllables and words;
• recognize parts of speech and their main features;
• change words by numbers, genders and cases;
• determine gender, number and case of nouns and adjectives;
• analyze the word according to its composition;
• distinguish between the concepts of inflection and word formation;
• extract words, phrases and sentences from the text;
• establish connections between words in a phrase, sentence and between sentences in the text;
• establish connections between parts of a complex sentence;
• compose and analyze complex sentences.

1st year of study (2nd grade)

Personal results

• Acceptance and mastery of the student’s social role, development of motives for educational activities and the formation of personal meaning of learning;
• Awareness of one’s capabilities in learning based on a comparison of “I” and “a good student”; adequate conscious understanding of the qualities of a good student;
• Development of cooperation skills with adults and peers in a learning situation, the ability to avoid conflicts and find ways out of controversial situations;
• Awareness of the need for self-improvement;
• The ability to adequately judge the reasons for one’s success/failure in learning, linking success with effort and hard work;
• Developed interest in finding errors and correcting them.

Meta-subject results

• Mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation;
• The ability to set goals and objectives for finding errors and solving them based on the correlation of what is already known and learned by students and what is not yet known;
• Drawing up an algorithm of actions (the ability to determine the sequence of operations taking into account the final result);
• Active use of speech means to solve communicative and cognitive problems;
• Use of sign-symbolic means;
• The ability to have a positive attitude towards the communication process, listen to the interlocutor, and the ability to ask questions;
• Ability to plan general ways of working to find errors and correct them.

Subject results

• Differentiation of sounds and letters, vowels and consonants, consonants based on various bases (voiced-dull, soft-hard)
• Differentiation of letters that are similar in spelling;
• Differentiation of sounds that are similar in sound;
• Determining the sequence of sounds in a word;
• Determining the place of a sound in a word;
• Determining the strong and weak position of a sound in a word;
• The ability to determine the number of syllables in a word and carry out transfer;
• Development of spelling vigilance;
• Ability to correctly apply the rule.

2nd year of study (3rd grade)

Personal results

• The formation of the student’s internal position (a positive attitude towards school and speech therapy classes, a sense of the need to study; preference for assessing one’s knowledge over a grade);
• Formation of cognitive motives;
• Openness to learning new things;
• The desire for self-change - the acquisition of new knowledge and skills;
• Development of independence and personal responsibility for one’s mistakes and actions.

Meta-subject results

• Mastering ways to solve problems of a creative and exploratory nature;
• Mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation;
• The ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation, determine the most effective ways to achieve results;
• The ability to understand the reasons for the success/failure of educational activities and the ability to act constructively in both situations of success and failure;
• The ability to use various ways of searching for educational information in accordance with communicative and cognitive tasks;
• Ability to negotiate the distribution of roles in joint activities and exercise mutual control.

Subject results

• Formation of the concepts of “same root” and “related words”;
• The ability to carry out morphemic analysis of words: highlight the root, prefix, ending, suffix, stem of the word;
• Ability to identify word forms;
• The ability to form new words in a suffixal, prefixal, prefix-suffixal way;
• Differentiation of prefixes and prepositions;
• Formation of concepts about parts of speech;
• The ability to determine gender, number, case of a noun;
• The ability to determine gender, number, case of an adjective;
• The ability to determine tense, gender, verb conjugation, the concept of the infinitive;
• The ability to carry out morphological analysis of words.
• Spelling vigilance;
• The ability to see an error-prone place and apply an algorithm to find the correct spelling.

3rd year of study (4th grade)

Personal results

• Formation of cognitive motives;
• The desire for self-change and self-improvement;
• Development of skills of cooperation with peers and adults in different social situations;

Meta-subject results

• The ability to exercise control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
• The ability to make adjustments to a selected or drawn up action plan (algorithm);
• Ability to justify your point of view;
• The ability to construct statements that are understandable to a partner, to plan joint ways of working;
• The ability to use questions to obtain the necessary information from an activity partner;
• The ability to reflect on one’s actions, assuming a complete reflection of the subject content and conditions of the actions being carried out;
• Mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing cause-and-effect relationships, constructing reasoning.

Subject results

• Ability to determine the grammatical basis of a sentence;
• The ability to find secondary members of a sentence;
• The ability to identify the main and minor members of a sentence based on questions;
• Ability to maintain word order when writing sentences;
• The ability to distinguish coherent text from a set of words, phrases, sentences;
• The ability to compose sentences from a given set of words without missing parts of the sentence or repetitions;
• Compose texts in 8-10 sentences, connecting them together in meaning and using lexical repetitions, personal pronouns, adverbs;
• Ability to perform creative written work (description essay, presentation, etc.)

At the end of 3 years of speech therapy training, the student will have:

• Spelling vigilance (the ability to see and anticipate error-prone places; the ability to independently recognize an error and correct it by applying the appropriate rule);
• Formation of lexico-grammatical concepts (“linguistic literacy”: the absence of agrammatisms in oral and written speech, the ability to compose oral monologues grammatically and logically correctly, write essays and presentations, conduct dialogue);
• Formation of phonetic-phonemic concepts (the ability to differentiate phonemes by ear, the ability to characterize their features, the ability to perform phonetic analysis, the ability to translate graphemes into phonemes);
• Formation of morphological concepts (knowledge about independent and auxiliary parts of speech, their characteristics, writing features, coordination with each other);
• The ability to perform semantic and logical analysis of text in order to highlight sentences, words, and spellings.
• The ability to search for adequate algorithms for solving spelling problems;
• The ability to check and evaluate the action performed (the ability to correctly check and evaluate your work);

Contents of speech therapy classes

3) Thematic planning

Savelyeva A.A., speech therapist

1. A program of speech therapy work on the development of oral and written speech in 2nd grade students with functional disabilities (in the context of the implementation of the Federal State Educational Standard for Educational Education)
2. Speech therapy program for the correction of mixed dyslexia in 2nd grade students with ODD
3. Work program for speech therapy work with 1st grade students with phonetic-phonemic speech underdevelopment and phonemic speech underdevelopment (F)FNR
4. Work program for correcting general speech underdevelopment in 1st grade students
5. Writing disorder - what is it?

( 4 liked, average score: 5.00 out of 5)

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