Ishimova speech therapy support reading watch. Ishimova, Olga Anatolyevna - Speech therapy support for primary school students

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The manual discusses the issues of organizational and methodological work of a teacher-teacher in state educational institutions, the specifics of work, the features of design and maintenance of mandatory and necessary documentation.

Speech therapist and school.
The work of a speech therapist, on the one hand, is determined by the general strategic goals and objectives of the school and is in accordance with state education standards. On the other hand, a speech therapist follows private, purely professional goals and objectives that determine the main areas of activity, providing, first of all, assistance to children who experience difficulties in mastering general education programs (primarily in the Russian language), assisting teachers in teaching and educational work with this category of children, which ultimately contributes to the optimization of the general educational process.

Thus, the director as an official representative educational institution is extremely interested in the appearance among the staff of a speech therapist teacher, supporting and assisting in the organization of work at all its stages, expecting mutual interest from the specialist, the manifestation of professionalism and the effectiveness of speech therapy assistance. At the same time, propaganda speech therapy knowledge is not a manifestation of their significance and usefulness, but the effective and efficient work of a speech therapist, who, as a rule, is the only specialist in the field correctional pedagogy in a general education institution.

CONTENT
Instead of a preface
Part 1. General Provisions
1.1. Speech teacher and school
1.2. Registration for work
1.3. Rights, duties and responsibilities
Job description speech pathologist
1.4. Certification
Part 2. Organizational activities
2.1. Workplace
Cabinet Passport
2.2. Work organization
Work plan
Schedule
Part 3. Communication of disciplines
Part 4. Content of the work
Part 5. Examination
Child's individual card
Individual speech map
Map of specific errors
Examination log
Part 6. Organization of the process of corrective work
group card
forward planning(individual, group)
Thematic planning of classes
Journal of speech therapy classes
Synopsis of a speech therapy lesson
Part 7. Summing up
Work report
Dialogue with an opponent
Application
On the organization of the work of a speech therapy center of a general educational institution (extract)
2.1 Tariff and qualification characteristics (requirements) for the positions of employees of educational institutions of the Russian Federation
3.1 Temporary requirements for assessing qualifications and the level of professional competence when assigning a qualification category.

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The working program of the course “Speech therapy support for primary school students. Letter, 2nd grade.

EXPLANATORY NOTE

The program has been developed in accordance with the provisions federal law dated December 29, 2012 No. 273-FZ "On Education in the Russian Federation", where important condition for the successful education of children with special needs of psychophysical development and health status is the organization of "socio-pedagogical and psychological help, psychological, medical and pedagogical correction” (Article 34, part 1, paragraph 2). The program was developed in accordance with the requirements of the Federal State Educational Standard (FSES) for the main educational program of elementary general education(NOO).

The Federal State Educational Standard of the IEO set the task of ensuring "equal opportunities for obtaining a quality primary general education" for all children entering school. The Standard points to the mandatory "taking into account the individual, age, psychological, physiological characteristics of children."

The organization of speech therapy assistance is one of the conditions for the successful education of children with speech and writing disorders at school. Students with speech disorders experience significant difficulties in mastering the basic general education program of primary general education. These students need organization special conditions training taking into account special educational needs.

The program of correctional and pedagogical work is aimed at creating a system of comprehensive assistance to children with speech disorders, in mastering the educational program by students. The content of the program is determined by the needs and characteristics of children with speech disorders who are studying in an educational institution.

An important goal of this program is to correct deficiencies in speech development students, their social adaptation. All topics of the course are aimed at achieving positive results when studying the course of the Russian language, the development of speech and communication skills in general. The information that children receive in speech therapy classes basically systematizes and deepens the knowledge gained in Russian language lessons. In this context, the importance of speech therapy work in a general education school as a special type of assistance to children who experience difficulties in communication and learning cannot be overestimated.

The work program is developed on the basis of:

• instructive letter of the Ministry of Education of the Russian Federation of December 14, 2000 No. 2 “On the organization of the work of a speech therapy center of a general educational institution” of the Ministry of Education and Science of the Russian Federation;
• methodological recommendations "Content and organization of speech therapy work of a teacher-speech therapist of a general education institution" T.P. Bessonova, Moscow 2012;
• regulations on a speech therapy center at a general educational institution;
• program and methodological materials “Speech therapy support for primary school students. Letter” by O. A. Ishimova, S. N. Shakhovskaya, A. A. Almazova, Moscow, “Enlightenment”, 2014.

The methodological basis for the development of the program was the provisions of philosophy and psychology about language as the most important means of communication and cognition (L.S. Vygotsky, A.R. Luria, etc.), the provisions of general and special psychology and pedagogy about the unity of speech and mental development(B.G. Ananiev, L.S. Vygotsky, A.N. Leontiev, A.R. Luria); principle systems approach to the diagnosis and correction of disorders of speech ontogenesis (L.S. Vygotsky, R.E. Levina, L.F. Spirova, R.I. Lalaeva); scientific and theoretical provisions of the activity approach in teaching about the need to form writing as a meta-subject skill (L. S. Vygotsky, P. Ya. Galperin, A. N. Leontiev, D. B. Elkonin, V. V. Davydov).

The program is based on the principle of a system-activity approach, taking into account an interdisciplinary integrated approach, phased formation mental actions. In correctional and pedagogical work, communicative, cognitive, transformative, systematizing and control methods are used. The system of methods is based on the goal and objectives of correctional and developmental classes and the corresponding activities of the teacher and students (V. A. Onischuk).

The program is intended for general education organizations that implement the main general education program and is used in correctional and pedagogical work with students, as part of speech therapy support.

Goals and objectives of the course "Speech therapy support for primary school students" Letter ". Grade 2

The purpose of correctional and pedagogical work:

• assistance to the personal development of a younger student with speech pathology, taking into account his actual, potential and compensatory abilities;
• ensuring the completeness of the process of adaptation of schoolchildren with speech disorders in terms of integration into educational space schools;
• correction of violations of students' writing, the formation of such actions and operations that should contribute to the formation of writing skills in the absence or significant reduction of specific (dysgraphic) errors.

Correction-developing tasks:

• eliminate violations in oral and written speech;
• to prevent the risk of affective layers in the development of cognitive processes;
• to prevent the risk of possible manifestations in behavior change arising from difficulties in learning and in the development of interpersonal relationships;
• to improve the functional status of students with speech pathology through sensorimotor correction, which is an effective means of overcoming and preventing manifestations of dysontogenesis.

Course characteristics

The system of complex (group, subgroup, individual) speech therapy classes for the development of the language ability of children is built on the basis of thematic planning using dynamic visibility, grouped (structured) in a certain way. The content contains a simultaneous systemic focus on the development of all aspects of the speech, language and mental activity of children and all mental processes (attention, perception, memory, operations of analysis and synthesis, classification, generalization, opposition, etc.). All classes are compiled according to a single algorithm that provides for different types of activities for children. Speech therapy classes are conducted with a group of students or in individual work when organizing correctional and pedagogical work.

Correctional and pedagogical work is carried out in two stages:

1. the first stage is the prevention of difficulties in the formation of a letter (grade 1, approximate duration 0.5-1.5 years);
2. the second stage is the correction of violations of the letter (grades 2-4, approximate duration 1.5-2.5 years).

As part of the second stage, correctional and pedagogical work is carried out to eliminate dysgraphic errors, taking into account the nature of their manifestation, preventing or reducing the number of spelling errors (the main stage for correcting dysgraphia and preventing dysorphography).

The second stage of correctional and pedagogical work includes:

• creation of an indicative basis for methods of interrelated actions and operations with speech and language units and preparation for the assimilation of materials;
• mastering the necessary operations and methods of action, as well as their integration to form the correct writing skill.

morphological principle. Its content lies in the fact that each morpheme is written as identical as possible, despite its pronunciation, and the reflection of the identity of the morpheme, its phonemic composition is transmitted by a strong phonetic position.

Lexico-morphological principle. Determines the merged and separate spelling of words.

Word-formation-grammatical principle. It is used when writing complex words that have more than one motivating basis (forest park, deaf-blind-mute).

syntax principle. Determines the use of uppercase (capital) letters when dividing text.

traditional principle. Reflects the choice of letters not on the basis of a strong position test, but on the basis of etymology and tradition, determined in dictionary order (the so-called "dictionary words").

Second phase.

First section.

The goal is to prepare students for the perception of the general scheme speech material. In this section, observation, comparison, analysis and consolidation are carried out in parallel by drawing children's attention to possible implementation them didactic tasks different levels of complexity.

The presentation and perception of a new fragment of the content of the material is carried out with the help of communicative, cognitive, transformative, systematizing methods. When evaluating the methods of action mastered by children, control and self-control of the success of perception and understanding of educational material, as well as the primary consolidation of what has been passed, are taken into account.

During the passage of the topics of the section, the reasons for the difficulties in mastering students' oral and speech skills, writing, speech and language abilities of children are clarified; directions for further work are outlined.

Main task speech therapy impact there will be the creation of motivational stimuli that should contribute to: the development of speech; mastering the language system; preparation for the formation of ideas about the composition of speech and language units, the principles of their organization and interaction; children's awareness of the relationship between the content and semantic aspects of speech and the means of their expression in the process of observing the basic units of language and speech.

Direction of correctional and pedagogical work: correction of violations in the development of oral speech (phonetic-phonemic, lexical-grammatical components). This area includes:

• correction of pronunciation violations (if any);
• development of phonemic perception: auditory-pronunciation differentiation of disturbed sounds;
• filling gaps in the development of lexical and grammatical means of the language: clarification and expansion vocabulary, the formation of ideas about the semantic structure of the word, the clarification and development of the grammatical design of connected speech when constructing a connected statement in oral form.

• the ability to differentiate the signs of speech and language units;
• lack of defective sounds;
• readiness to complete the tasks of the second section with the direct assistance of a speech therapist.

Second section. The goal is the formation of such actions and operations that should contribute to the formation of writing skills in the absence or significant reduction of specific errors. The characteristic of the second section is the repetition, concretization, repeated reproduction of the general scheme of the material covered. This section is the main one in the work on the correction of dysgraphia.

Directions of correctional and pedagogical work:

• correction of writing disorders caused by the lack of formation of the phonemic, lexical component of the language ability; development phonemic processes(phonemic perception - auditory-pronunciation differentiation of phonemes; phonemic analysis);
• correction of writing disorders caused by the lack of formation of non-verbal forms of mental processes: the development of visual perception, spatial orientation; development of hand-eye coordination, general and fine motor skills, graphic skills; development of attention, memory.

The main indicators of the effectiveness of correctional and pedagogical work are:

• the formation of full-fledged phonemic processes: phonemic perception(differentiation of phonemes), correctness and speed of phonemic analysis and synthesis;
• formation of readiness for the perception of orthograms, the spelling of which is based on full-fledged ideas about the sound composition of the word;
• development of non-verbal forms of mental processes: visual perception, spatial orientation;
• visual-motor coordination, general and fine motor skills, graphic skills;
• the correctness and speed of transferring a phoneme into a grapheme, a grapheme into a kinema when performing reproductive tasks (copying, dictation).

In all sections of the second stage of work, the directions are not distinguished as absolutely independent. At each speech therapy lesson, children listen, speak, tell, invent, write, read. The practical orientation of the work is achieved by updating the already existing speech and language knowledge, the ability to use them in oral communication, in the perception and creation of a written text. The sources of oral and written use of the language are: communication between children, communication between children and a speech therapist, reading a coherent text, creating their own texts, working with them orally and in writing. Texts prepared and created by children form an organic unity and contain information about the surrounding reality, about the rules for using the language, and at the same time form, develop, enrich the ability to use the means of oral and written speech.

The proposed structuring of correctional and pedagogical work forms a qualitatively different way of thinking of children, which encourages them to consider all phenomena in their interconnections, to reveal a new role of what is already known, giving a systemic nature to the acquired knowledge.

Education is priceless. The assessment system is based on self-assessment using the “Rate Your Success” table. Evaluation of the success of completing tasks and exercises at the end of each lesson is carried out in the form of observation, self-assessment and external assessment of an adult to create a situation of success.

Target audience: second grade students with speech impairment (general underdevelopment of speech), who experience difficulties in mastering the basic general education program of primary general education and who need to organize special learning conditions, taking into account special educational needs.

Most students with speech impairments have:

• insufficient development of mental processes (memory, attention, thinking);
• increased fatigue;
• fuzzy diction, insufficient articulation;
• violation of the dynamic praxis of the hand;
• violation of letter gnosis;
• the perception of the rhythmic structure of the word is difficult;
• violation of the lexical and grammatical structure of speech;
• underdevelopment of the emotional-volitional sphere.

When working with students with severe speech disorders, the duration of the second stage of correctional and pedagogical work can be increased taking into account their educational needs. In cases of a severe form of writing impairment, characterized by variable and persistent dysgraphic and spelling errors, correctional and pedagogical work with students can be continued.

Description of the course location

“Speech therapy support for primary school students. Letter". Grade 2

The number of topics at the second stage is determined approximately - 90 hours. In work with students with general underdevelopment of speech, thematic planning for the entire academic year was drawn up, taking into account their educational needs. Classes are held individually, in subgroups and groups of students from September 15 to May 15. The terms of correction may vary depending on a number of factors: the severity of speech underdevelopment, the compensatory capabilities of the child, the psychophysiological capabilities of the child, the state of his intelligence, the regularity of the child's attendance at classes, homework etc. With various speech disorders, the correction covers different stages and periods of work and has a different duration.
This course is part of continuing education.

Number of hours per week according to the program: 3
Number of hours per year: 90
Number of hours for examination of students:
at the beginning school year: 2 weeks
at the end of the school year: 2 weeks

Value orientations of the content of correctional and pedagogical work.

“Speech therapy support for primary school students. Letter". Grade 2

The Russian language is the state language of the Russian Federation, the native language of the Russian people, a means of interethnic communication, therefore, speech therapy classes contribute to the formation of students' ideas about language as the main means of human communication, a phenomenon of national culture and the basis of national identity. In the process of correctional and pedagogical education, elementary school students form a positive emotional and value attitude towards the Russian language, the desire for its competent use, the understanding that correct oral speech is an indicator of a person’s general culture. In speech therapy classes, students receive initial view about Russian norms literary language and rules speech etiquette learn to navigate the goals, objectives, conditions of communication, the choice of adequate means for the successful development of communicative tasks. Speech therapy classes are for students the basis for the successful development of the main general education program, contribute to the achievement of not only subject, but also meta-subject and personal results.

Personal, meta-subject and subject results of mastering the course “Speech therapy support for primary school students. Letter". Grade 2

With the introduction of the Federal State Educational Standard of the IEO, the priority is the formation of the personality of the student through the development of universal educational activities, as a key condition for increasing the effectiveness of the educational process in the new conditions of the development of society. Corrective speech therapy work helps to prevent or minimize the difficulties of achieving personal, meta subject results(communicative, cognitive, regulatory universal learning activities).

Personal UUD:

• building a positive attitude towards speech therapy classes, to cognitive activity;
• conscious attitude to one's speech and writing, awareness of language as the main means of human communication;
• be aware of your difficulties and strive to overcome them;
• develop the ability for adequate self-assessment of their actions, based on the criterion of the success of educational activities;

Regulatory UUD:

• performance of educational actions in oral and written speech;
• purposefully listen to the teacher-speech therapist and students, receive information;
• exercise self-control over the pronunciation of set and automated sounds in one's own speech;
• plan your action in accordance with the task, including in the internal plan;
• act according to the planned plan, according to the instructions presented in verbal or schematic form;
• perform self-control actions when writing, develop volitional self-regulation;
• evaluate learning activities, make appropriate adjustments to their implementation.

Cognitive UUD:

• to observe the facts of language and speech, to extract certain information from them, to reflect on it, to express their assumptions;
• process the information received, provide it in oral and written forms;
• use sign-symbolic means when studying the concepts of sentence, word, syllable, sound;
• apply different ways of fixing information (verbal, schematic);
• carry out purposeful observations, actions of analysis, synthesis, comparison, grouping, classification according to the specified parameters;
• establish causal relationships, draw analogies, draw conclusions, conclusions, generalizations;
• to bring concrete facts of the language under concepts on the basis of highlighting known essential features.
• realize general way actions to solve various language and speech problems, focus on it when solving specific problems;
• reflection of the methods and conditions of action, control and evaluation of the process and results of activities.

Communicative UUD:

• active use speech means to solve communicative and cognitive tasks;
• ask questions and answer questions simple sentences with little spread in the correct grammatical sequence;
• to formulate their thoughts in oral and written form, improving the coherent speech of students;
• participate in a general conversation, trying to follow the rules of communication;
• try to take a different point of view, be ready to correct your point of view;
• negotiate and come to a common decision in joint activities.

“Speech therapy support for primary school students. Letter". Grade 2

A feature of the second stage is preparation for the formation of an idea of ​​the composition of speech and language units, the principles of their organization and interaction, children's awareness of the relationship between the content, semantic side of speech and means of expression based on observation of the basic units of language and speech. Further correctional and pedagogical work involves the use of variable tasks of a special orientation with their repeated repetition to form the operations and methods of action necessary for the development of correct writing.

Need for communication.

Plays a decisive role in this general atmosphere in the classroom, which is determined by the tone, style of communication of a speech therapist with children and children among themselves. The importance of conversation is great for creating interest, expanding children's knowledge and ideas about the world around them and for the development of dialogic, monologue speech.
The solution of the problem - to constantly expand the field for the active speech-cogitative activity of children - is facilitated by the situation of a dispute, discussions specially organized by a speech therapist, during which children compare, analyze, prove. This is how the experience of mental activity is acquired, the expression of one's thoughts in a word, listening to each other.

Comprehension of oral speech and oral speech.

The formation of the process of perception - complex activity on recognition, comprehension, awareness and understanding of speech, leading and determining the formation of speech skills and abilities. Essential for the development of speech is the child's understanding of the situation of oral and written communication and their differences. These observations are introduced from the first days of work. At the beginning of the work, oral speech dominates, but it is updated in connection with the analysis of written speech (ready-made texts). Therefore, the ability to work with text is of utmost importance.
Speech is dialogical, monologue.

In oral communication, when the interlocutors hear and see each other, speech takes on a more convoluted form than in written communication. Observation with children of the peculiarities of oral and written speech, dialogical and monologue speech. All these differences are established against the background of children's awareness of the dependence of the nature of verbal communication on the situation of communication and on the personality of the interlocutor. One question of a speech therapist teacher receives several answers from children. Children come to the right answer, turning not only to a speech therapist, but also to each other. It is necessary that children carefully, respectfully be able to listen to the opinion of another, so that in case of disagreement in a tactful way, correct it.

This can be achieved if from the very beginning to draw the attention of children to successful answers, and most importantly - to give them the opportunity to speak. It is important to involve all children in the analysis of the received answer so that they supplement, clarify, and correct each other. And this requires great attention to the word - to one's own and to one's comrades.

Comprehension of written language (reading). Text.

One of the areas of speech therapy work is to promote the formation of written speech. Its motive is the need to convey thoughts, feelings, impressions of a person with whom contact is impossible through oral speech. Motivation is identified as the leading factor. In the process of working with children with writing disorders, it is necessary to form motivation for written speech and include special techniques in this work, the implementation of which will ensure the success of the formation of a written and speech statement in the future.

Tasks and content of correctional and pedagogical work.

1. Develop your own speech motives that encourage the unification of individual sentences into a single semantic whole. The main thing is that the motive of speech is realized, only then it will act as a trigger mechanism for any activity, including speech.
2. To form in students an idea of ​​a coherent statement as a single semantic whole. At the same time, at the initial stage, priority attention is paid to solving emotional and mental problems, and then linguistic ones. Types of tasks: compare set individual words, sentences with coherent text and determine what you can pick up or draw a picture for (plot picture - narrative text; subject picture - descriptive text); compare text with a set of incoherent sentences, perform work with deformed text.
3. Learn to analyze text using the method of modeling the structure of different types of finished texts. Taking into account the connection of sentences, texts are divided into narrative - "chain" type, descriptive - "parallel" type. To compile a text model, a figurative code is used (the subject of the statement is a picture, then subject pictures are replaced by a word) and a verbal code (a message about the subject - a predicate - a written word). Relying on methods of action in the process of building a text model contributes to thinking, memorizing and retelling ready-made texts, is in an efficient way control over the sequence in the presentation and prepares for the generation of productive (independent) types of coherent statements.
4. Select lexical and grammatical material taking into account the thematic principle and the principle of frequency.

Work on grammatical development is carried out in parallel with vocabulary work. Mastering grammar creates the prospect for mastering speech in general: for the growth of the vocabulary and for the development of the sound side. The child must master certain grammatical structures (syntactic and morphological). From grammatical constructions the most essential for the development of the predicative function of speech and frequently encountered in the language are selected.

Such work contributes to the activation of the dictionary, and the formation of a coherent statement.

This sequence in the work makes it possible to form in children both speech and language operations that ensure the process of implementing an independent coherent statement in oral speech and creating the prerequisites for the implementation of a coherent statement in writing in the future. In the process of completing tasks, an idea is formed of what a connected statement (text) is.

Conditions for the perception of the text: with auditory perception without visual support for the text, with auditory perception with simultaneous tracking of the text, with independent reading (for reading children).

Necessary and sufficient in the text to express the purpose of the statement in accordance with the chosen form: a riddle and recognition of an object by its description, a fairy tale about an animal and a story about it.

Requirements for the choice of the finished text: should have no more than 7 sentences (taking into account the amount of simultaneous perception), developing character and educational potential.

The difference between poetry and prose, fairy tale and fable. Features of the text: structural integrity, semantic coherence.

Sentence

A sentence in the broadest sense is a message. At the same time, the sentence expresses a message, as a rule, not in isolation, but surrounded by other communicating units (sentences) and connected with them by meaningful, syntactic relations. Entering the text as its constructing component, the sentence, together with other units, organizes the corresponding superphrasal unity and correlates its parts with each other.

Determining the place of a sentence in the system of other units: the sentence is divided into words and phrases - units lower level in relation to the offer. Structural model of the proposal.

Both the sentence and the word are characterized by the presence of a generalized meaning (semantic side) and means of its expression (formal side). But they express meaning differently. Only with the help of a sentence can information about reality be communicated. Expressed with the help of a sentence, thoughts, emotions help us navigate in life, in environment in relationships with other people. This is the manifestation of the unity of language and thinking, the unity of language and feelings, the will of man. At the same time, words that are associated with individual concepts do not have such functions. Separately taken out of context and situation, the words do not affirm or deny anything, they do not give any idea of ​​reality.
To express the content contained in the sentence, the following language means are used: the forms of individual words, auxiliary words (prepositions, conjunctions, particles and bundles), intonation (voice melody, logical stress, pause), word order.

All these linguistic means should be the object of observation. Their consideration will contribute to the understanding of many categories of morphology, syntax, the formation of expressive reading, and, ultimately, the understanding of the statement, which expresses their purpose.

Let's take a look at some of those language tools:

• The Russian language has a developed, rich system of declensions and conjugations. The forms of declension and conjugation usually perform syntactic functions. In many cases, inflections of words give a very clear idea of ​​both the connection of words and the role of these words in a sentence. Based on the analysis of the sentences, conclusions can be drawn about their semantic difference and the formal indicator of this difference: The letter was sent to the brother. The letter was sent by my brother.
• Functional words establish different relationships between words and between sentences. Prepositions in many ways serve as additional means in the declension system. They act as a means of communication, acting in conjunction with case forms, and express the dependent position of nouns in a sentence. The peculiarity of prepositions of place and direction is revealed. Otherwise, unions are used that introduce certain shades of meaning, establish relationships between words in a sentence, between individual sentences.

One of the reasons for the misuse of prepositions and the form of words is the inability to “see” a sentence, to establish word connections. However, in speech therapy work, a sentence is often analyzed only for the purpose of correct spelling (sentence boundaries) and counting the number of words. Questions are not raised why we write this way, why we read this way, the opportunity of observing linguistic phenomena accessible to the child is missed, which means that the habit of analyzing them is not brought up.

Great scope for observation is represented by intonation. For oral speech, intonation in the organization of sentences plays exclusively big role. It is necessary to focus on what intonation contributes to the meaning of the entire sentence, to the establishment of relationships between its individual parts. If listeners could not pick up intonation, and the speaker could not express it, then we would not understand exactly what is being communicated.

Work on intonation will be more effective if it takes place on live conversational material. To do this, it is necessary to draw the attention of children to the appropriateness or inappropriateness of the intonation with which their comrades speak and read. Pauses (breaks in pronunciation), voice melody (raising or lowering), and stresses of various types are distinguished in intonation.

The meaningful pronunciation of each sentence requires a well-defined division into speech measures with the help of a pause. As a rule, in the flow of oral speech, whole phrases, and sometimes even sentences, are separated by pauses. When writing, pauses are not indicated. It is necessary to show children this feature of oral speech in comparison with written speech, where each word is written separately. When knowledge clashes, objectively embedded collisions are used to excite children's intense mental activity (the “knowledge clash” technique).

To work out the separate spelling of words, graphic schemes of sentences are used. These tasks are valuable for the development of children, their assimilation of skills. When a child copies, writes from dictation or self-dictation, he performs the function of transcoding sound into a letter sign (or a letter sign into sound). Thus, he masters the sound-letter sign system. When working with graphic schemes of sentences (or words), he encodes whole words with certain icons. The difficulty associated with memorizing and writing letters and their combinations is removed, but the recoding function is preserved, which is trained in easier perception conditions.

Task types:

• division of speech into sentences;
• definition of the boundaries of the offer;
• drawing up proposal schemes;
• observation of the semantic and intonational completeness of sentences that are different in structure (sentences are not common, common);
• restoration of deformed sentences;
• making sentences from these words;
• distribution of sentences on a given verb, on a given basis;
• change words in such a way that you get as many sentences as possible. You can add other words (prepositions). Observations are made on how the meaning of the statement, the form of the word changes when the preposition changes;
• adding not one, but any number of words. In this case, the number of options becomes limitless. These assignments can be done either orally or in writing.

Word sentence tasks are effective preparatory exercises for your own writing. The restoration of deformed sentences and texts plays the same role of indirect preparation for composition.

Tasks for the restoration of sentences and texts have a high developmental potential, as they require complex intellectual actions and various skills: actualization of the child's ideas and associations related to the situation and reflected in the sentence, text; retention in memory of individual words, sentences; the ability to establish logical-semantic and grammatical connections between words when compiling sentences and between sentences when compiling a text. Therefore, the level of performance of such work can serve as a fairly reliable means of diagnosing the maturity of these aspects of the development of the child and the formation of certain skills.

To find out the level of readiness of the child to complete the listed tasks, the tasks are offered in the most difficult version (sensitive conditions): individual words for making up a sentence are written on the board. In case of difficulties, the following types of assistance are provided:

• individual explanation of the task (difficulties associated with auditory perception are removed);
• words or sentences in the same form as on the board are presented on a piece of paper (difficulties associated with visual perception of what is read from the board are removed);
• words or sentences are additionally read by a speech therapist teacher (difficulties associated with reading are removed);
• the use of visual-effective support: the leaf is cut into separate words or sentences (difficulties associated with actions in the mind, keeping words in memory and reading technique are removed).

Failure to complete the task under the given conditions suggests that the area of ​​difficulties is associated with a certain underdevelopment of analytical and synthetic activity, which underlies the establishment of logical connections, or a lack of efficiency in the work of visual analyzers, and poor spatial orientation.

A detailed analysis of such multifaceted activities as the restoration of deformed sentences or texts makes it possible to identify the capabilities of each student. Some children need general approval, attention, individual explanation of the task, others will do the job correctly if they follow the path of trial and error, comparing individual sentences on separate sheets of paper; still others need to point to the basis of the proposal, to the first sentence, in order to line up a logical chain.

The difference in the appointment of individual and frontal assistance of a speech therapist. The purpose of frontal assistance is to prevent errors. However, mistakes are overcome precisely in the course of activity, so help is provided to the child not before completing the task, but after he encounters a difficulty and realizes it as a difficulty that must be overcome. In this case, assistance stimulates the analysis of the causes of difficulties in completing the task. The structure of activity is revealed to the child through his experience, which contributes to its awareness: “A conscious function,” wrote L. S. Vygotsky, “acquires other possibilities of action. To comprehend means to master to a certain extent.

Word. Lexical meaning.

The lexico-semantic organization of the utterance is based on the choice of the word as the minimum component of the utterance. The criteria for such a choice are phonetic (acoustic-articulatory) and semantic features of the word. For the generation of an utterance, the primacy belongs to the choice of a word according to semantic features. This indicates the need to solve problems not so much in the accumulation of a dictionary, but in its clarification and activation, and provides for work on streamlining the system of syntagmatic and paradigmatic semantic relations between words. Particularly important is the formation of paradigmatic relations between words: between antonyms, synonyms, homonyms, polysemantic words, etc. The main mental operations for ordering semantic relations between words, ordering language units are analysis and synthesis, comparison and comparison.

Types of tasks: selection of a word by similarity - synonymy, by contrast - antonymy, by subordination within one subset (ocean, sea, lake, pond), by the principle of expansion and contraction from generic concepts to species (bird, falcon). Such tasks contribute to the formation of a semantic type of search, reducing errors due to random selection of words.

The word is often called the building material of sentences. Therefore, when it was a question of a sentence, the features of the word were revealed. The most important function of the word as a unit of language is the naming (nominative) function. Every object, action, sign has a name, a name. When using a word in speech, we do not create it anew, but only extract it from memory as something ready, that is, we reproduce it. This essentially distinguishes a word from a sentence. Forming a proposal is always creating new form in accordance with the transmitted content, i.e. it is always creative process. This difference is reflected in the method of working with the word and the sentence.

The word has the ability to generalize and at the same time designate the individual, unique. The word is inextricably linked with our knowledge of the world, thoughts and feelings, with our life experience and the ability to "replace" the things we talk about.

Each language unit is a two-sided unit that has form and content. The form of a word (or the sign of a word) is its graphic (or sound) expression, the content is its lexical meaning.

Children observe how the meaning of a word changes (phonetic, grammatical observations on words go along with the analysis of its meaning): when one phoneme changes: house - volume - catfish; when changing the morpheme: joy - joyful - to please.

In the minds of children, it is imperative to separate the meaning of an object (phenomenon, action, sign) from the sound (sign) of the word. The connection between the sound and meaning of a word is not in itself objectively conditioned: the sound side of a word (as a rule) does not reflect any properties of the object designated by the word. At the same time, there are quite a lot of words for which the reason for the name is clear, since it is based on a well-known name: blueberries, blueberries, stone fruits. Thus, motivated names (with a clear reason for the name) and unmotivated ones are distinguished. Words with a simple, non-derivative stem and many borrowed words are usually unmotivated: house, school, floor. Words with a derivative base are usually motivated: oak, schoolboy, multi-storey.

One of the goals of vocabulary work is to familiarize children with the lexical meaning of words that children misunderstand.

Work methods:

• meaning explanation incomprehensible words, including an explanation of motivated names;
• observation of the compatibility of words with other words; comparison with synonyms, antonyms;
• observations of the meaning of the word gradually develop into observations of nests related words- words close in meaning and sound: cook - jam, cook - cook.

Classification of words based on their meaning: based on semantic associations by similarity and contiguity. An adjacency association combines a number of words related to a particular topic, so such groups are called thematic. The thematic group includes words related to different parts speech. The topic "Weather" will include words; rain, frost, thunderstorm; rainy, rainy, frosty; frowns, freezes, gets cold; cold, clear, frosty.

Association by similarity combines words similar in meaning, therefore such groups are called lexico-semantic. The lexico-semantic group includes words of some parts of speech: go, run, fly - contains an indication of the action - a verb; thought, reflection, statement - an indication of the subject - a noun.

There are relations between words and groups of words: paradigmatic and syntagmatic.

Word. Sound-letter composition. Letter.

The phonetic means of the Russian language, which serve to distinguish the meaning of individual words and whole statements, include speech sounds, stress and intonation. Knowledge of letters and their sounds, the ability to establish the sequence of sounds in words, the ability to recode one sign into another. The semantic role of sounds in a word. Phonemic analysis and synthesis of words. Compilation of sound and letter schemes, their comparison. The introduction of a color image of sounds in word schemes.

Vowel sounds. stress.

With the help of stress, the forms of words (rivers - rivers), the meanings of words (castle - castle) are distinguished. The role of stress in a word (form-distinctive and semantic-distinctive). Comparison with logical stress. Strong and weak positions of vowels in a word. Letters denoting two sounds (vowels of the second row). Observation, comparison, distinction similar sounds([o] - [y], double sounds, denoted by the letters ё, u, e, z), letters that have an optical-spatial, kinetic similarity (a - o, y - u, u - d).

Consonant sounds.

Distinguishing consonant sounds: hard and soft (paired). Designation of the softness of consonant sounds in writing: 1st method (vowels of the second row), 2nd method (letter b). Observation, comparison of consonants: soft unpaired ([h], [u], [th]), hard unpaired ([g], [w], [c]), distinction ([c] - [s], [w ] - [s], [g] - [h], [h] - [t "], [h] - [u], [h] - [c], [h] - [w], [w] - [u]).Spelling of stable combinations.Observation, comparison, distinction of consonant sounds: voiced unpaired ([d], [m], [l], [n], [r]), deaf unpaired ([x], [ h], [u], [c]), voiced - deaf pairs ([b] - [n], [d] - [t], [g] - [w], [g] - [k], [ h] - [s], [g] - [w]); letters that have an optical-spatial, kinetic similarity (l - m, p - t, b - e, b - c, x - g).

Thus, an essay, like a coherent speech as a whole, is not just a section, but a reflection of the result of correctional and pedagogical work, which means that preparation for it begins long before it is written - from the first days of working with a child.

Particular importance is attached to the formulation of topics, you need to try to surprise the children, cheer them up so that they show interest in the work. This aspect is important for motivation. The reaction of the child to the task largely determines its performance.

Task types

Two groups of topics for writing: reproductive (discovering a phenomenon, a fact related to the experience of children, that is, it is enough to state the knowledge defined by the topic, do work at the reproductive level), creative (the child is expected to be able to compare, prove, draw conclusions , find expressive means and build a coherent text that matches the unexpected sound of the topic). Of particular importance in the formation of a child's personality are topics that require the most high level generalization of the material, a wide transfer of knowledge, impressions: “What is friendship?”, “Why do people need speech?”.

Creative topics form the main thing: the need for self-expression, empathy, a sense of the word, the ability to transfer and connect knowledge from different areas, to reflect on known phenomena and facts. Thus, conditions are created for the disclosure of the intellectual and spiritual capabilities of children.

Compliance with the measure of difficulty when working with creative themes ensured by the fact that they are focused on the experience and knowledge that children already have; in topics with a broad formulation, the child can always find the closest or most familiar aspect and reveal exactly it, i.e., a certain freedom is provided in the selection of the content of the essay.

Distribution of topics and test papers by stages of correctional and pedagogical work.

Distribution of topics and test papers by sections.

Approximate thematic planning of the second stage of correctional and pedagogical work.

Thematic planning of the second stage of work is aimed at correcting violations of students' writing and includes the names of sections, topics and their number. The sequence of passage of thematic classes and their number are presented in an exemplary thematic planning. When compiling thematic planning, a concentric construction method was used, thanks to which it is possible to combine the sequence and cyclicality of mastering speech and language material by students. Repeated reproduction by children of learned operations and actions contributes to the formation of stable skills and abilities in them, which in turn helps to overcome the difficulties of oral communication, create the prerequisites for written communication, and overcome the difficulties of teaching the Russian language.

The sequence of sections of the second stage and the distribution of time for completing tasks by sections should be considered as indicative. Depending on the severity of the violation, the topics of sections can be passed completely or selectively. The obligatory or optional nature of the passage of thematic sections is determined by the nature of the manifestation, the frequency and persistence of dysgraphic and spelling errors in written works students. The number of classes on a particular topic is determined by the speech therapist independently, taking into account the educational needs and capabilities of the child with impaired speech and writing.

The number of lessons on one topic can be increased up to 3 lessons, taking into account the persistence and variability of the manifestation of specific errors. After each section there is a review.

Conditions for the implementation of correctional and pedagogical work of the course “Speech therapy support for primary school students. Letter". Grade 2

Logistics.

A prerequisite for conducting classes is the availability of a specially equipped room that allows organizing activities, communication of children in groups, physical activity.
Ensuring health-saving conditions.

When carrying out work in the form of group classes, frontal, individualized, individual forms of organizing children's activities are used. Classes are held with the obligatory observance of sanitary and hygienic rules and regulations. The frequency of classes is at least 2-3 times a week.

During the lesson, there should be an alternation of various activities (listening, speaking, writing, reading). The duration of each lesson for students in grade 2 is 40 minutes. In order to prevent fatigue and prevent physical, mental, psychological overload of children, physical education minutes are held in the classroom.

Planned results and a system for evaluating the results of students in the course “Speech therapy support for primary school students. Letter". Grade 2

The implementation of the sections of the second stage ensures the elimination of communication difficulties and difficulties in the formation of writing, students of the 2nd grade with speech insufficiency. In some cases, it provides a positive trend in the achievements of second-grade students with severe speech disorders.

Violations in the development of oral speech and subsequent difficulties in the formation of writing are explained characteristics in the educational activities of this group of children. These features can manifest themselves in the process of achieving personal, metasubject results:

• in the reduction of cognitive motives;
• in the difficulties of forming the ability to organize one's activities (in the formation of the ability to plan, control and evaluate learning activities in accordance with the task);
• in the difficulties of the ability to understand the reasons for failure in educational activities and the ability to act constructively, especially in situations of failure;
• in mastering the logical actions of comparison, analysis, synthesis, generalization, classification;
• in establishing analogies and causal relationships;
• in the construction of reasoning, reference to known concepts.

The characteristic features of students with speech disorders in achieving subject results, primarily in the Russian language, are:

• difficulties in mastering the initial ideas about the norms of the Russian language (orthoepic, lexical, grammatical);
• slow mastery of learning activities with language units;
• difficulties in using knowledge to solve cognitive, practical problems;
• the difficulty of choosing adequate language tools for the successful solution of communicative tasks.

To correct violations of oral speech and writing, corrective classes are conducted using specially selected tasks and exercises. After the course remedial classes younger students:

• achieve positive changes in the planning and control of the modes of action and operations associated with writing;
• are able to correct actions based on the nature of the mistakes made, are able to explain the causes of errors and determine the methods of action that will help the workers.

Indicators of the dynamics of the correct development of oral speech

In the phonetic and phonemic aspects of speech:

• the ability to correctly pronounce sounds;
• the ability to distinguish between vowels and consonants, stressed and unstressed vowels, hard and soft consonants, voiced and deaf;
• the ability to determine the number and sequence of sounds in a word;
• the ability to compare words that differ in one or more sounds;
• the ability to divide words into syllables, determine the place of stress, etc.

In the lexical and grammatical aspects of speech:

• the ability to operate in the process of communication with active vocabulary in accordance with the communicative task;
• the ability to observe the use of synonyms and antonyms in speech;
• the ability to establish, with the help of semantic questions, the connection between words in a phrase and a sentence;
• ability to understand and distinguish text, sentence, phrase, word, etc.

In connected speech:

• the right choice of language means of oral communication;
• compliance with the rules of oral communication (the ability to hear, adequately respond to remarks, keep up the conversation);
• mastering the dialogical form of speech, the ability to express one's own opinion and argue it (mastering the basic skills of conducting a conversation: starting, maintaining and ending a conversation, attracting attention, etc.);
• practical mastery of oral monologues on a specific topic using different types of speech (description, narration with elements of reasoning), etc.

Indicators of the dynamics of the correct formation of the letter:

• development of fine motor skills of fingers and freedom of movement of hands;
• the ability to distinguish between a letter and sound (a letter as a sign of sound), mastering the correct style of written lowercase and uppercase (capital) letters;
• correct writing under the dictation of words and sentences, the spelling of which does not differ from their pronunciation, error-free copying;
• understanding of the functions of non-alphabetic graphic means: a space between words, a hyphen;
• distinction between a word and a sentence, a sentence and a text (narration, description);
• the ability to analyze and correct texts with a broken order of sentences, parts of the text, write out words, phrases and sentences from the text, briefly answer questions to the text.

Evaluation of the achievement of the planned results of correctional and pedagogical work allows us to assess the dynamics personal achievements students with impaired speech, writing and is carried out using a variety of methods, forms and means.

Standardized diagnostic methods of oral speech, writing and reading are used at the initial and final stages of correctional and pedagogical work. Before studying the topics united in the corresponding section, verification frontal tasks are carried out. At the end of each section, tests are carried out. An analysis of the received works will help to plan what material should be included for active observation, and which material should be repeated.

Results Tracking Methods: Evaluating Trends individual achievements in the development of oral speech and the formation of writing is carried out on the basis of comparative data of primary and control diagnostics.

The examination of oral speech is carried out twice: primary in September (September 1 - 15), control in May (May 15 - 30).

For the examination of oral speech are used:

• "Methodological recommendations for the content speech therapy examination junior schoolchildren» Zainchkovskaya O.E., Nodelman V.I., Irkutsk 2011;
• "Diagnostics speech disorders schoolchildren using neuropsychological methods” T.A. Fotekova and T.V. Akhutina.
• "Methodology for diagnosing dyslexia" A.K. Kornev.
• "Technology of speech therapy examination" O.E. Mushroom.

The examination of the letter is carried out cyclically in grades 2-4: in May (May 15 - 30) and in September (September 1 - 15).

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