Corrective speech therapy work to eliminate dysgraphia. Speech therapy work to eliminate dysgraphia on the basis of a violation of language analysis and synthesis

Speech therapy work on the correction of dysgraphia on the basis of violations of language analysis and synthesis in younger students

Principles, tasks and methods speech therapy work on the correction of dysgraphia on the basis of violations of language analysis and synthesis in primary school students.

The study of the literature on the problem of determining the mechanisms of dysgraphia on the basis of a violation of language analysis and synthesis in younger students made it possible to develop a methodology for speech therapy work to eliminate dysgraphia on the basis of a violation of language analysis and synthesis in children of this category.

The basis of the methodology of correctional and speech therapy work includes following principles.

The principle of a differentiated approach.Speech therapy work on the correction of dysgraphia on the basis of a violation of language analysis and synthesis in students should be built not only taking into account the etiology, mechanisms and structure of this speech disorder, but also taking into account age, individual psychological characteristics and the level of speech development of children.

The principle of complexity.In many cases, the occurrence of dysgraphia in younger students is due to the underdevelopment of oral speech, the lack of formation of language generalizations. In this regard, speech therapy influence in the correction of dysgraphia is carried out on the whole complex of speech disorders (oral speech, writing).

pathogenic principle.Involves taking into account the mechanisms of violation of writing. When correcting dysgraphia on the basis of a violation of language analysis and synthesis, the formation of the skill of analyzing sentences into words, syllabic and phonemic analysis and synthesis, etc. is carried out.

The principle of taking into account the symptoms and severity of writing disorders.With the same type of dysgraphia, the level of underdevelopment of certain functions, the degree of severity of writing disorders in students may be different. So, with a severe degree of dysgraphia, due to the lack of formation of language analysis and synthesis, children have underdevelopment of both the analysis of sentences into words and phonemic analysis and synthesis. With a mild degree of this type of dysgraphia, only the underdevelopment of complex forms of phonemic analysis can be observed. In this regard, the directions of speech therapy work will be differentiated taking into account the symptoms and severity of the disorder, as well as the stage of formation of the writing skill.

The principle of taking into account the psychological structure of the writing process and the nature of the violation of speech activity.The process of writing is a complex multi-level activity, in the structure of which certain links, operations can be distinguished. In children suffering from writing disorders, a different mechanism of disorganization of this complex speech activity is found: a) the unformedness of one of the operations, b) the unformedness of several operations, c) insufficient automation of the activity program with the relative formation of individual operations.

In the process of speech therapy work, it is necessary not only to form one or another mental action, but also to bring it to automatism. Only under this condition is a transition to the normalization of the integral activity of the writing process possible.

The principle of the gradual formation of mental actions.In psychological studies (A.N. Leontiev, 1983; P.Ya. Galperin, 1977; D.B. Elkonin, 1974) it is noted that the formation of mental actions is a complex and lengthy process that begins with detailed external operations, and then decreases , is curtailed, automated, gradually translated into a mental plane, i.e. is interiorized.

The principle of gradual complication of tasks and speech material, taking into account the "zone of proximal development"(L.S. Vygotsky, 1956). The gradual complication of tasks and speech material in correctional work is carried out taking into account the psychological characteristics of children. New, more difficult tasks initially given on simple speech material. And only when this or that mental action is formed, automated, you can proceed to its implementation on more complex speech material.

Support principle on a safe link of mental function, on safe analyzers, on their interaction (principle of detour).This principle is based on the doctrine of functional systems, on the complex structure of mental functions. The formation of higher mental functions in ontogenesis is a complex process of organizing functional systems. Initially, the mental function involves the participation of various analyzers, polymodal afferentations.

The principle of system.Correction of dysgraphia on the basis of a violation of language analysis and synthesis is carried out based on the use of a system of methods. The use of certain methods is determined by the purpose, tasks of speech therapy work, the place of this speech therapy lesson in the general system corrective process. On the other hand, the principle of consistency implies the formation of speech in the unity of all its components as a single functional system.

ontogenetic principle.In the process of formation of functions that ensure the mastery of writing, it is necessary to take into account the stages and sequence of their formation in ontogeny.

aim speech therapy work on the correction of dysgraphia on the basis of a violation of language analysis and synthesis is the correction of the disturbed mechanism, the formation of those mental functions that ensure the normal functioning of the operations of the writing process.

We can distinguish the following tasks, in the course of which the formation of those mental functions that ensure the normal functioning of the writing process takes place.

Tasks of correctional and speech therapy work to overcome dysgraphia on the basis of violations of language analysis and synthesis:

When correcting dysgraphia on the basis of a violation of language analysis and synthesis, it is advisable to use the following methods:

Practical

1. Exercise is a repeated repetition by a child of practical and mental given actions.

A) Imitative - performing.

B) Design.

C) Creative exercises.

2. Game method - the use of various components of game activity.

3. Modeling is the process of creating models in order to form ideas about the structure of objects, about the relationships and connections between the elements of these objects.

Visual Methods

observation.
Looking at drawings and paintings.
Show sample task, method of action.

verbal methods

Story.
Preliminary, final and summarizing conversations.

2 . The main directions of speech therapy work on the correction of dysgraphia on the basis of violations of language analysis and synthesis in younger students.

It is possible to single out the following areas of work on the correction of dysgraphia on the basis of violations of language analysis and synthesis in younger students.

Development of analysis and synthesis of text structure.

It is difficult for younger students to extract sentences from the text. This is due to the fact that children have an unformed or insufficiently formed idea of a sentence as some kind of complete thought.

Restoration of the deformed text.
Tasks for improving the text.
Extraction of sentences from solid text.
Compilation of text from individual sentences.

Development of analysis and synthesis of sentence structure.

When working in this direction with younger students, the greatest attention should be paid to teaching these children to differentiate prepositions and prefixes and make sentences from words given in the wrong sequence.

In order to form the ability to determine the number, sequence and place of words in a sentence, the following tasks are offered:

Come up with a sentence based on the plot picture and determine the number of words in it.
Come up with a sentence with a certain number of words.
Increase the number of words in a sentence.
Make up a sentence from the words given in disorder (for example, given the wordsgarden, on, cucumbers, grow).
Make sentences on several pictures that depict the same object in different situations (the ball lies on the shelf, the fly sat on the ball, the boy plays with the ball). Children make up sentences based on pictures. Then they call the sentence in which the word is first in the sentence, then the sentence in which this word is in second place, then in third place.
Come up with a sentence with a specific word.
Make a graphic scheme of the sentence: the sentence is indicated by a whole strip, the words - by small stripes.
Come up with a proposal according to the graphic scheme.
Determine the place of the word in the sentence (what is the specified word).
Raise the number corresponding to the number of words in the sentence (2, 3, 4, 5).

Development of syllabic analysis and synthesis.

To master writing skills great importance has the ability to divide a word into its constituent syllables. Syllabic analysis allows you to more effectively master the sound composition of a word. The word is divided into syllables, then the syllable, which is a simpler speech unit, is divided into sounds.

Children with dysgraphia often skip vowels when writing. This is due to the fact that when relying on internal or whispered pronunciation, children more easily perceive consonants, which are kinesthetically clearer. Vowels are perceived as shades of consonants. The division into syllables contributes to the isolation of vowels. Syllabic analysis is based on vowel sounds.

The degree of complexity of syllabic analysis largely depends on the nature of the syllables that make up the word and their pronunciation difficulty. The more confluent the sounds of a syllable are in pronunciation, the easier it is to separate the syllable from the word. In an open syllable, the sounds are more closely merged in pronunciation than in a backward or closed syllable. Therefore, children more easily distinguish open syllables and find it difficult to distinguish reverse and closed syllables. A closed syllable is more difficult in terms of pronunciation, since its constituent sounds are less fused in pronunciation and more independent of each other. As a result, it is easier to divide the reverse or closed syllable into component sounds, and in the process of syllabic division, children often see two in one syllable. In this regard, in speech therapy work, special attention should be paid to the selection of the reverse and closed syllables as a whole.

In the process of forming syllabic analysis and synthesis, it is important to take into account the gradual formation of mental actions. Initially, work is carried out based on auxiliary means, materialized actions. In the future, syllabic analysis and synthesis is carried out in terms of loud speech. At the subsequent stages of speech therapy work, it becomes possible to transfer actions to the internal plan, its implementation on the basis of auditory-pronunciation ideas.

When forming the action of syllabic analysis based on external aids, the following tasks are offered: to clap or tap the word by syllables, to accompany the syllable pronunciation of the word with a movement of the hand from right to left and from left to right. Children are also asked to perceive jaw movements with the back of their hand. The possibility of using this technique is due to the fact that vowels are pronounced with a large opening. oral cavity, with greater lowering of the mandible than consonants. The number of movements of the lower jaw corresponds to the number of vowels and syllables in the word.

In the process of developing syllabic analysis in terms of speech, it is important to be able to distinguish vowel sounds in words. Children must learn the basic rule of syllabic division: there are as many syllables in a word as there are vowels. Relying on vowels allows you to eliminate and prevent such writing errors as omissions of vowels and their addition.

In order to more effectively form the ability to determine the syllabic composition of a word based on vowels, preliminary work is needed to develop the differentiation of vowels and consonants, to isolate vowel sounds from a word.

Speech therapy work on the differentiation of vowels and consonants begins with a clarification of ideas about these sounds, their differential acoustic and pronunciation features. Children should know that vowels and consonants differ in the way they are articulated. When pronouncing vowels, the air stream does not encounter obstacles, passes freely, while pronouncing consonant sounds, the air stream encounters an obstacle in its path in the form of a bow and a narrow gap. Vowels and consonants differ in the nature of the sound. Vowel sounds consist only of voice, consonants either only noise or noise and voice. Vowels can be sung, pulled for a long time. And finally, it is important to pay attention to the fact that vowels are syllable-forming sounds. To consolidate the differentiation of isolated sounds, the following technique is used: a speech therapist calls vowels and consonants, children raise flags of various colors.

Separation of a vowel sound from a syllable.

Syllables of various structures with different vowels are offered, for example: ah, mustache, ma, yes, kra, ast, evil.

Name only the vowel sound of the word.
Raise the letter corresponding to the vowel of the syllable.
Write only the vowels of the syllables.
Think of a syllable with the corresponding vowel.
Determine the place of the vowel sound in the syllable and show the corresponding letter.
Think of a syllable in which the vowel is in the first, second, third place.

Separation of vowel sounds from a word.

At the initial stage of the work, monosyllabic words of various structures are offered (mustache, na, poppy, wolf, yard). Children determine which vowel is in a word and its place (beginning, middle, end). A graphic scheme of the word is drawn up: the word is indicated by a straight line, the vowel sound by a circle. Depending on the place of the vowel sound, the circle becomes either at the beginning, or in the middle, or at the end of the proposed graphic scheme:

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In the future, work is carried out on the material of two-syllable and three-syllable words.

Name the vowels of the word. Words are offered, the pronunciation of which does not differ from the spelling (paw, puddle, house, sofa, cat, windows, slide, roof, ditch, cabbage).
Write only vowels on the diagram given word. For example, the word cat is denoted as follows: _o__a, the word cabbage - _a_u__a.
Select the vowels from the word, put the corresponding letters of the split alphabet.
Arrange the pictures under the vowels. First, the children name the pictures. Pictures are offered for monosyllabic words (bitch, nose, table, floor, soy, eyebrow, forehead, chair, cheese, smoke, forest, bread, cancer, poppy).
Lay out the pictures under various graphic schemes, on which only vowels are written: _a__a, _o__a, _u__a. Pictures are offered for two-syllable words, for example: fly, cat, spoon, aster, paw, moon, windows, duck, hand, crust, boat, porridge, mother, frame, puddle.
Think of words according to various graphic schemes on which vowels are written.

Consolidation of the action of syllabic analysis and synthesis is carried out using the following tasks:

Repeat the given word in syllables. Count the number of syllables.
Determine the number of syllables in the named words. Raise the corresponding number (1, 2, 3). Words of various syllabic structures are offered: one-syllable, two-syllable, three-syllable, simple and with a confluence of consonants. For example: garden, table, skis, fish, sugar, rat, lid, car, plane, cabbage. The words are presented in random order.
Arrange the pictures in two rows depending on the number of syllables in their name. Sample pictures: grass, tomato, parsley, radish, pear, plate, bouquet, crow, watermelon, birch, fork.
Train game. Children are offered a model of a train: a steam locomotive and three cars with the numbers 1, 2, 3. Words are placed in the first car - pictures from one syllable, in the second - from two syllables, in the third - from three syllables.
Name flowers, trees, domestic and wild animals, dishes or furniture, in the name of which there are two or three syllables.
Select the first syllable in the title of the pictures, write it down. Combine syllables into a word or sentence and read. You can offer children the following pictures: car, baby, cube, dad, paw, palm, hand. After highlighting the first syllable in words, a sentence is obtained:Mom bathed Lara.
Find the missing syllable in the title of the picture. For example: -va, do-ga, ra-ta, bel-, -after all, ka-dash, -horn, yes.
Compose a word from syllables given in disorder: ta, ka, pus; cart, ro, pa; pros, sha, kva, then; rush, pet, ka; var, mo, sa.
Determine the word or sentence pronounced by syllables. For example: boys-chi-ki play football.
Select words from sentences consisting of two or three syllables.
According to the plot picture, name words consisting of one, two, three syllables. Preliminarily, the objects depicted in the plot picture are called.

At the last stage, younger students are offered tasks on the formation of the action of syllabic analysis and synthesis in the mental plane, based on auditory representations.

Think of words with two or three syllables.
Come up with a word with a certain syllable at the beginning of a word, for example with a syllable ma.
Come up with a word with a certain syllable at the end of the word, for example with a syllable ka.
Determine the number of syllables in the names of the pictures (without first playing them).
Raise the number (1, 2, 3) according to the number of syllables in the picture title. The speech therapist shows pictures without naming them.
According to the plot picture (without preliminary naming of objects), name a word of one, two or three syllables.

Also useful are exercises on composing syllables from letters of the split alphabet, recording syllables.

Make syllables from the letters of the split alphabet. Syllables of various structures are offered: ma, ah, so, om, kra, ast, we, zom, tra.
Change the order of letters in a syllable. Name the resulting syllable. The speech therapist reads the syllable, the children reproduce the letters of the syllable in reverse order. For example: su - mustache, am - ma.

A) uh, am, or, an, mind, ok;

B) on, ma, but, so, ku, lu, us, mi.

Table work:

A o w

S u o a

The speech therapist calls the letters in a certain order and gives the task to name the syllable.

Compose from the letters of the split alphabet a pair of syllables consisting of the same sounds: mo - om, sha - ash, ur - ru, we - ym.
Write down only syllables that begin with a vowel.
Write down only the syllables that end in a vowel.
Write open and closed syllables under dictation.

Development of phonemic analysis and synthesis.

The decomposition of a word into its constituent phonemes is a complex mental activity. In younger students, this function is especially affected.

Phonemic analysis can be elementary or complex. Elementary phonemic analysis is the selection (recognition) of a sound against the background of a word; it appears spontaneously in preschool children. A more complex form is the isolation of the first and last sound from a word, determining its place (beginning, middle, end of a word). And, finally, the most difficult form of phonemic analysis is the determination of the sequence of sounds in a word, their number, place in relation to other sounds (after which sound, before which sound). Children master such phonemic analysis only in the process of special education.

Taking into account the different complexity of the forms of phonemic analysis and synthesis and the sequence of mastering them in ontogenesis, speech therapy work is carried out in the following sequence:

Isolation (recognition) of sound against the background of a word, i.e. determination of the presence of a sound in a word.
Isolation of sound at the beginning, at the end of the word. Determine the first and last sound in the word, as well as its place (beginning, middle, end of the word). When forming the indicated action, the following tasks are offered: determine the first sound, the last sound in the word; determine the place of the sound in the word.
Determination of the sequence, number and place of sounds in relation to other sounds.

I. Isolation (recognition) of sound against the background of a word.

In the process of developing elementary forms of phonemic analysis, it must be taken into account that the ability to isolate and isolate a sound depends on its character, position in the word, and also on the pronunciation features of the sound range.

It is known that stressed vowels are much easier to recognize than unstressed ones. Stressed vowels are more easily distinguished from the beginning of a word than from its end or middle. Slotted and sonorous sounds, as longer ones, are perceived better than explosive ones. At the same time, slotted sounds are more easily distinguished from the beginning of a word than from the end, and explosive sounds, on the contrary, from the end of a word.

With great difficulty, children determine the presence of a vowel in a word and highlight it at the end of the word. This is due to the peculiarities of the perception of the syllable, the difficulties of dividing it into constituent sounds. The vowel sound is often perceived by children not as an independent sound, but as a shade of a consonant sound.

As for consonants, the researchers point out that fricative consonants, including hissing and sonorous, are distinguished more easily than other consonants. However, the isolation of hissing and sonorous r and l is often difficult due to their defective pronunciation by children. Therefore, work on isolating sounds against the background of a word begins with articulatory simple sounds (m, n, x, v, etc.).

First of all, it is necessary to take into account the articulation of the consonant. To do this, the position of the articulatory organs is determined first with the help of visual perception, and then on the basis of kinesthetic sensations received from the articulatory organs. At the same time, attention is drawn to the sound characteristic of this sound. The presence or absence of sound in syllables presented by ear is determined.

Then the speech therapist invites the children to determine the presence or absence of sound in words of varying complexity: monosyllabic, two-syllable, three-syllable, without confluence and with a confluence of consonants. A speech therapist gives children words both with and without practiced sound. The given sound must be at the beginning, middle and end of the word (except for voiced consonants).

First, the presence of sound is determined by ear, and on the basis of one's own pronunciation, then either only by ear, or only on the basis of one's own pronunciation, and, finally, by auditory-pronunciation ideas, i.e. mentally.

Show the letter if the word has the corresponding sound.
Split the page into two parts. Write a letter on one side and a dash on the other side. The speech therapist reads the words. If the word has a given sound, the children put a cross under the letter, if there is no sound in the word, then the cross is placed under the dash.
Repeat after the speech therapist words with a given sound, show the corresponding letter.
Select from the sentence the word that includes the given sound and show the corresponding letter.
Show pictures that have a sound in their name, denoted by a given letter.

After the children have formed the ability to determine the presence of a consonant at the beginning or at the end of a word, you can offer words in which the given sound will be in the middle of the word. Start with simple words(for example, a scythe - when highlighting a sound With ), then they present words with a confluence of consonants (for example, a brand - when highlighting a sound R ). First, the word is pronounced syllable by syllable with the intonation of the given sound and is supported by the corresponding picture.

Approximate tasks for highlighting the sound "P" against the background of the word.

Raise your hand or card with the letter "r" if the word has the sound "r". Words are called by a speech therapist. Sample words: frame, nose, fisherman, hat, sled, crayfish, book, watermelon, roof, table, axe, camomile, dog, tiger, grass, pocket, fence, scissors, cow, brand, tomato.
Select subject pictures, in the name of which there is a sound "r".
According to the plot picture, name the words with the sounds "r".
Think of words with the "r" sound.
Name animals, vegetables, fruits, plants, utensils or toys that have the sound “r” in their names.
Add a syllable with an "r" sound to make a word. For example: go ... (ra), ko ... (ra), ved ... (ro), sha .. (ry), topo ... (ry), care ... (ry), coma ... (ry).

The speech therapist invites the children to name the whole word, to determine in which syllable the indicated sound is in the second or in the third; then pronounce the whole word, clarify the place of the sound in the word.

The speech therapist pronounces the words. Children write the letter "r" in a notebook if the word has the sound "r". If there is no “r” sound in the word, then put a dash. Words are presented in which the sound is pronounced at the beginning, middle and end of the word.
Complete the sentence with words that contain the sound "r" based on the pictures. For example, a speech therapist calls a part of the sentence, and the students choose a picture with the sound “r” and complete the sentence with the appropriate words: Mom planted in the garden ... (beets, onions, carrots). First, the child pronounces the missing word, and then the entire sentence.
Loto game. Children are offered picture cards for words that include the sound "r" and without it, as well as colored squares with the letter "r". The speech therapist calls the words, the children find the corresponding picture on the card, determine if the name has the sound “r” and close the picture with a square with the letter “r” if the word has the sound “r”, and with a colored square if the word does not have this sound .

II. Isolate the first and last sound from a word.

Extraction of the first stressed vowel from a word.

The work begins with the clarification of the articulation of vowel sounds. The vowel sound is distinguished on the basis of onomatopoeia using pictures. You can offer such pictures: the baby is crying: (a-a-a); the wolf howls (oo-oo-oo); toothache, cheek bandaged (oh-oh-oh) When specifying the articulation of a vowel sound, the child's attention is drawn to the position of the lips (open, extended in a circle, extended in a tube, etc.). First, the vowel sound in words is pronounced with intonation, i.e. with voice emphasis, then with natural articulation and intonation.

Determine the first sound in the words: donkey, duck, Anya, Igor, alphabet, coal, windows, aster, autumn, street, ah, wasps, beehive, stork, narrow, Olya, morning, frost, Ira.
Find in the split alphabet the letter corresponding to the first sound of a word beginning with a stressed vowel.
Find words that start with a vowel a oh w.
Select pictures whose names begin with stressed vowels (a, o, y). For example, pictures are offered on which a mouse, a window, an aster, a street, wasps, a beehive, a stork, an alphabet, a duck, a corner are drawn.
Match the picture with the letter corresponding to the first sound of the word. Pictures are offered, the names of which begin with a stressed vowel, for example, a cloud, ears.
Loto game. Picture cards are provided. The speech therapist says the word. The student covers the picture with the letter with which the word begins. For example, a picture of a cloud is closed with the letter "o".

The definition of a stressed vowel at the beginning of a word is also made in three versions: a) by ear, when the word is pronounced by a speech therapist, b) after the child pronounces the word, c) on the basis of auditory representations, for example, on the task of choosing a picture for the corresponding sound.

Extracting the first consonant from a word.

Isolating the first consonant from a word is much more difficult than isolating a consonant from the background of a word. The main difficulty lies in the division of the syllable, especially the direct one, into its constituent sounds. The reason for this is the undifferentiated perception of the syllable, the unformed ideas about the syllable and sound. It is known that the pronunciation unit of speech is the syllable, and the final link of phonemic analysis is the sound. Therefore, the very process of pronunciation, as it were, prevents phonemic analysis. And the more consonant and vowel are merged in pronunciation, the more difficult the syllable is for phonemic analysis, for isolating an isolated consonant and vowel, determining their sequence in a word. In this regard, it is more difficult to isolate a consonant from a direct open syllable than from a reverse one. Work on isolating the first sound from a word is carried out after the children have developed the ability to isolate the sound from the reverse and direct syllables and recognize the sound at the beginning of the word.

So, for example, children first determine that the word “soap” has the sound “m”, which is at the beginning of the word, is the first sound of this word. The speech therapist once again offers to listen to this word and name the first sound. And in conclusion, the task is given - to pick up words in which the sound "m" is heard at the beginning of the word.

Sample tasks for isolating the first consonant sound:

Pick up the names of flowers, animals, birds, dishes, vegetables, fruits, etc., whichstart with a given sound.
Select only those subject pictures whose names begin with a given sound.
According to the plot picture, name the words that begin with a given sound.
Change the first sound of a word. The speech therapist says the word. Children identify the first sound of a word. Next, they are invited to replace this first sound in the word with another. For example, in the word guest, replace the sound “g” with the sound “k”.
Lotto "Unusual flowers". An outline of a flower with slots for petals and petals depicting various objects are attached to the board. From the proposed petals, children choose only those subject images whose names begin with a given sound, and attach them to the outline of the flower.
Enter the first letter in the word scheme under the picture.
Lotto "What is the first sound?" children are offered loto cards for words that begin, for example, with sounds m, w, r, and corresponding letters. The speech therapist names the words, the children find pictures, name them, determine the first sound and close the pictures with the letter corresponding to the first sound of the word.
"Find a picture." Children are given two cards. On one of them an object is drawn, the other is empty. Children name the object, determine the first sound in its name, find the corresponding letter and put the letter between the cards. Then they choose among others that picture, the name of which begins with the same sound, and put it on an empty card.
Solve the riddle. Name the first sound in the answer.

Definition of the final consonant in a word.

The definition of the final consonant in the word is carried out at the beginning on reverse syllables, such as, for example, mind, am, wow, ah, mustache. This skill is brought up consistently and is based on a previously formed action to determine the presence of a sound located at the end of a syllable or word. Words are proposed that are similar in composition to the previously presented syllables: am - sam, om - catfish, uk - suk, up - soup, etc. The final consonant is determined first in the syllable, then in the word.

In the future, the isolation of the final consonant is carried out directly in words (such as house) by ear, with independent pronunciation, according to auditory representations. The action is considered fixed if the student, without naming the word, learns to determine the final consonant. For example, a speech therapist offers the child to select pictures in the name of which the indicated sound is the last.

When determining the final consonant sound, the same types of assignments are used as when determining the first vowel and consonant sound.

Determining the place of sound in a word (beginning, middle, end).

They clarify that if the sound is not the first and not the last, then it is in the middle. The “traffic light” strip is used, divided into three parts: the red left part is the beginning of the word, the middle yellow part is the middle of the word, the right green part of the strip is the end of the word.

First, it is proposed to determine the place of the stressed vowel in monosyllabic - two-syllable words: for example, the place of the sound "a" in the words stork, two, poppy. Vowels are pronounced protracted, intoned. It uses pictures.

In the future, work is carried out to determine the place of the consonant sound in the word.

Approximate tasks for determining the place of the sound "l" in the word:

Arrange in three rows of pictures, in the name of which there is a sound “l”: in one row put pictures in the name of which the sound is heard at the beginning of the word, in the other - in the middle, in the third - at the end. Sample pictures: lamp, skis, floor, table, chair, bulb, shelf, stick, dove, soap, pencil case, boat, moose.
Find words that have the sound "l" at the beginning of the word.
Find words that have the "l" sound at the end of the word.
Find words that have the "l" sound in the middle of the word.
Name animals, vegetables, plants, flowers whose names begin with the sound "l".
Name animals, vegetables, plants, flowers, dishes or toys, in the name of which the sound "l" at the end or in the middle of the word.
According to the plot picture, pick up words that begin with the sound “l”.
Traffic light game. The speech therapist names words. Students place chips on the left red, yellow or green right side of the strip, depending on where the given sound is heard in the word.
Loto game. Cards with pictures for the sound "l" and cardboard strips are offered, divided into three parts. On one third of the strip (at the beginning, middle or end) a letter is written. During the game, the speech therapist calls words. Students determine the place of the sound and cover the pictures with the corresponding strip.

III. Development of complex forms of phonemic analysis (determining the quantity, sequence and place of sound in a word).

When forming complex forms of phonemic analysis in younger students, it must be taken into account that any mental action goes through certain stages of formation: drawing up a preliminary idea of the task (an indicative basis for the future action), mastering the action with objects, then performing the action in terms of loud speech, transferring the action to the internal plan, the final formation of internal action (transition to the level of intellectual skills and abilities).

In this regard, based on the research of P.Ya. Galperin (1977), D.B. Elkonin (1974) and others, the following stages of the formation of the function of phonemic analysis can be distinguished.

First stage - the formation of phonemic analysis based on auxiliary means, external actions.

The work is carried out as follows. The student is presented with a picture, a word - the name of which must be analyzed, and a graphic diagram of the word, the number of cells of which corresponds to the number of sounds in the word. In addition, chips are given. Initially, monosyllabic words such as poppy, cat, house, onion, catfish are given for analysis.

As the sounds in the word are highlighted, the student, with the help of chips, fills in a diagram that represents a model of the sound structure of the word. The student's actions are a practical step in modeling the sequence of sounds in a word. Mastering phonemic analysis is based on the previously formed skills of isolating the first and last sound, determining the place of sound in a word (beginning, middle, end).

Using a picture at this stage makes the task easier, as it reminds the student which word is being analyzed. The presented graphic scheme serves as a control of the correctness of the task. If during the analysis one of the cells is empty, then the student understands that he performed the action incorrectly.

Second phase - the formation of the action of phonemic analysis in the speech plan. The reliance on the materialization of the action is excluded and the phonemic analysis is carried out in a speech plan, first using a picture, then without presenting it. Children name the word, determine the first, second, third sound, specify the number of sounds.

Third stage - the formation of the action of phonemic analysis in the mental plane.

At this stage, children determine the number, sequence and place of sounds without naming a word. For example, they select pictures with five sounds in their names. The pictures are not named.

In the process of formation of phonemic analysis, it is necessary to take into account the complication not only of the forms of analysis, but also of speech material. The following sequence of presentation of speech material is proposed:

monosyllabic words without a confluence of consonants, consisting of one syllable (reverse, direct open, closed syllable): mustache, on, house, poppy, cheese, nose, juice, etc .;
two-syllable words consisting of two open syllables: mother, frame, paw, moon, goats, porridge, Masha, Shura, hand, roses, etc.;
two-syllable words consisting of an open and closed syllable: sofa, sugar, hammock, meadow, oak tree, cook, etc.;
two-syllable words with a confluence of consonants at the junction of syllables: lamp, bear, brand, sledge, shelf, bag, duck, windows, watermelon, donkey, pocket, watchdog, etc .;
monosyllabic words with a confluence of consonants at the end of the word: wolf, tiger, regiment, etc.;
two-syllable words with a confluence of consonants at the beginning of a word: grass, eyebrows, roof, rat, plum, rooks, doctors, etc.;
two-syllable words with a confluence of consonants at the beginning and at the end of the word: flower bed, cover, crumb, etc .;
three-syllable words: locomotive, ditch, chamomile, saucepan, etc.

In the process of correcting dysgraphia on the basis of violations of language analysis and synthesis in younger students, not only oral analysis words, but also the compilation of words from the letters of the split alphabet, a variety of written exercises.

Types of work to consolidate the function of phonemic analysis:

Compose words of various sound-syllabic structures from the letters of the split alphabet: house, poppy, mouth, fly, sleigh, paws, bank, cat, brand, mole, table, wolf, roof, back, cover, back, ditch, cabbage, etc.
Insert the missing letters into these words: hand ... a, kry ... a, s ... in ... a, but ... neither ... s.
Find words where the given sound would be in the first, second, third place. For example, come up with words in which the sound “k” would be in the first place (cat), second (window), third place (poppy).
Choose from a sentence words with a certain number of sounds and write them down.
Add 1, 2, 3, 4 sounds to the same syllable so that you get different words. For example, pa- - couples, couples, parade, sails.
Pick up words with a certain number of sounds, for example, with three sounds (house, smoke, cancer, poppy), with four sounds (rose, frame, paw, goats), with five sounds (cat, sugar, bank).
Choose subject pictures, in the name of which there is a certain number of sounds.
According to the plot picture, pick up words with a certain number of sounds.
Find words for each sound that makes up the original word. The word is written on the board:

Cat

The cat is a ball com stork

Porridge window fur coat goat aster

Horse autumn hut roof watermelon

Stone donkey rose hip cover bus

Convert words:

A) adding a sound at the beginning of a word. The speech therapist asks the question: “What word will you get if you add one sound to this word (at the beginning of the word)?” Sample words: mouth - mole, fur - laughter, bangs - bee, Olya - Kolya, Anya - Vanya, wasps - braids, meadow - plow, games - tigers, daughter - fishing rod, food - trouble, cannon - edge;

B) adding a sound at the end of a word. Approximate words: side - boxing, ox - wolf, steam - park, floor - regiment, table - pillar, fox - leaf;

C) changing one sound of the word (chain of words): catfish - juice - bough - soup - dry - sokh - litter - cheese - son - dream;

D) rearranging sounds:

saw - linden carp - park cat - who

stick - foot mountain - bark gift - glad

doll - fist fisherman - fashion fish - at home

hair - the word pen - steep Mara - frame

In the work on converting words, you can use the following quatrains (according to M.P. Lukashuk):

From h I fly over the sea

C g I am in cars. (A seagull is a nut.)

Cm you put me on

C l you name the dog. (Mike - Laika.)

C to I'm on the wall at school

Mountains, the river is in me,

C p - I don't hide from you -

I stand in a row in every class. (Map - Desk.)

C b I am deadly

With m fur I devour,

Since the actor needs me

C with needed for a cook. (Pain - mole - role - salt.)

I am a tree. In home country

You will find me in the woods everywhere

But rearrange the syllables in me -

And I will provide water. (Pine is a pump.)

What words can be formed from the letters of the word: trunk (table, ox)?
From the word written on the board, form a chain of words in such a way that each subsequent word begins with the last sound of the previous one: house - poppy - cat - ax - mouth ...
Cube game. The faces of the cube have a different number of points. Children roll a die and come up with a word consisting of the number of sounds in accordance with the number of dots on the edge of the die.
The word is a mystery. The first letter of the word is written on the board, dots are put in place of the rest of the letters. Students guess the written word. For example: to ... (roof).
Drawing up a graphic scheme of a sentence and a word:

Sentence

The words

syllables

………. … …. … sounds

Name a word in which the letters are in reverse order:

nose - sleep forest - sat down litter - grew

cat - tok gift - glad top - sweat

Fill out the diagram. For example:

On the left side of the diagram, children write down words that end in the sound “r”, and on the right side - words that begin with the sound “r”.

Write letters in circles. For example, enter the third letter of the following words into these circles (you can offer pictures): cancer, sled, back, leg, grass. Name the word that will turn out (book).
Solve the puzzle. From the names of the depicted objects, select the first sound. Name the resulting word.
Arrange subject pictures under the numbers 3, 4, 5, depending on the number of sounds in the title. Sample pictures: house, fence, frame, roof, doll, wolf, fox, poppy, cheese, braids.
What is the common sound in the words: mole - cat, lamp - paw, frame - frame, file - saw, fly - flour?
Name the common sound in words, write down the corresponding letter. Read the word that comes from the highlighted sounds:

Moon - table - l

Cinema - needle - and

Lamp - mouse - m

Windows - house - oh

Nose - Anna - n

Laying out pictures in accordance with the given graphic schemes: a rectangle - a word, a square - syllables, circles - sounds; shaded circles are consonants, unshaded circles are vowels.

The speech therapist hands out pictures. Children name pictures, determine the number of syllables, the structure of each syllable. Then, after a preliminary analysis, the children put the picture to the appropriate diagram. Sample pictures: banana, sugar, sofa, mosquito, frame, chair, table, crane, wolf, park, tiger, lamp, boat, fork, roof, pipe.

Come up with words for the graphic scheme.
Choose the words from the sentence that match the given graphic scheme.
Name trees, flowers, animals, dishes, furniture, clothes, birds, the word - the name of which corresponds to the given scheme.
Add a picture.

A) Find a picture with the same number of sounds in the name as in the name of the objects depicted on the card. For example, pictures depicting a boat and a spoon are offered. Children select a picture, in the name of which there are 5 sounds.

B) Find a picture whose name has one more sound than the name of the previous picture on the card. The number of sounds in the name of the objects depicted on the card is preliminarily determined.

Determine the number of sounds in the name of the objects in the picture and put the corresponding numbers under the pictures.
Determine the next and previous sounds in the names of objects in the pictures. For example, children are offered pictures of shelves, bags, saws. The children name the pictures. Then the speech therapist gives the following tasks: name a word in which “k” is heard after “l”, “k” is pronounced after “m”, “i” is before “l”, etc.
Chamomile game. On the board - the contours of chamomile and petals depicting various objects. Children are given the task to choose petals with the image of objects whose names consist, for example, of five sounds, and insert them into the slots of the "chamomile".
Enter the missing first three letters in the names of objects on the diagram. Pictures are offered: spoon, ruler, watering can, paw, bench, fork, cat, bank, bear, magpie, T-shirt, bear, bag, meadow, sand, castle, ice rink, sock.
Enter the names of the objects in this diagram. Pictures with the image of objects are offered, the names of which both correspond and do not correspond to the scheme. For example, a diagram and the following pictures are presented: a ruler, a boat, a spoon, a watering can, a pen, a fork, a tape, a paw, a bench.

L____________a

Make up a word from the first sounds of the names of the pictures.
The game "What is the name of the flower?". Children are offered an image of a flower. Various objects are painted on its petals. The name of the flower can be found if you select the first sound from the names of the pictures.

At the initial stages of work on the development of phonemic analysis, reliance is placed on the pronunciation of the word, during which the character of the sound, the sequence of sounds in the word are specified. The ultimate goal of speech therapy work is the formation of the action of phonemic analysis in the mental plane, according to the idea, without relying on pronunciation.

Thus, a comprehensive methodology has been developed taking into account the speech level of development of younger students. This technique will contribute to the development of language analysis and synthesis, as well as the correction of both general and particular manifestations of dysgraphia on the basis of violations of language analysis and synthesis in children.

Conclusion.

According to R.I. Lalaeva (1992) dysgraphia due to impaired language analysis and synthesis is the most common type of writing disorder among younger students.

Both genetic and exogenous factors are involved in the etiology of dysgraphia (pathologies of pregnancy, childbirth, asphyxia, a “chain” of childhood infections, head injuries) (S.S. Mnukhin, 1934; R.I. Lalaeva, 1989; R.I. Lalaeva , L.V. Venediktova, 2001).

The basis of dysgraphia on the basis of a violation of linguistic analysis and synthesis is a violation of the division of sentences into words, syllabic and phonemic analysis and synthesis. The underdevelopment of linguistic analysis and synthesis is manifested in writing in distortions of the structure of the word and sentence.

A comprehensive methodology for correcting dysgraphia based on violations of language analysis and synthesis was developed, including the following areas:

Development of analysis and synthesis of text structure.

Development of analysis and synthesis of sentence structure.

Development of syllabic analysis and synthesis.

Development of phonemic analysis and synthesis.

List of used literature:

1. Ananiev B.G. Analysis of difficulties in the process of mastering children by reading and writing // News of the APN of the RSFSR. 1959. Issue. 70.

2. Voronova A.P. Writing disorders in children. - St. Petersburg, 1994.

3. Vygotsky L.S. Sobr. Works: In 6 volumes. - M., 1983. - V. 5: Fundamentals of defectology.

Guryanov E.V. Psychology of learning to write. - M., 1959.
Efimenkova L.N., Sadovnikova I.N. Correction and prevention of dysgraphia in children. - M.: Enlightenment, 1972.
Ilyina M.N., Paramonova L.G., Golovneva N.A. 365 test tasks and exercises to prepare for school. - St. Petersburg, 2000.
Kashe G.A. Prevention of reading and writing disorders in children with pronunciation deficiencies // Shortcomings of speech in primary school students. - M., 1965.

11. Kolpovskaya I.K., Spirova L.F. Characteristics of violations of writing and reading // Fundamentals of the theory and practice of speech therapy. - M., 1968.

12. Kornev A.N. Reading and writing disorders in children. - St. Petersburg, 1997.

13. Lalaeva R.I. Logopedic work in correctional classes. - M., 2001.

14. Lalaeva R.I., Speech disorders in children with mental retardation. - St. Petersburg, 1992.

15. Lalaeva R.I., Serebryakova N.V., Zorina S.V. Speech disorders and their correction in children with mental retardation. - M., 2004

15. Lalaeva R.I., Venediktova L.V. Diagnosis and correction of reading and writing disorders in younger schoolchildren. - St. Petersburg, 2001, 2004.

16. Levina R.E. Reading and writing deficiencies in children. - M., 1941.

17. Levina R.E. Writing disorders in children with speech underdevelopment M., 1961

19. Speech therapy / Ed. L.S. Volkova, S.N. Shakhovskaya. - M., 1989, 1999

20. Loginova E.A. Writing violations. Features of their manifestation and correction in younger schoolchildren with mental retardation. - St. Petersburg, 2004.

22. Lubovsky V.I. The development of verbal regulation of actions in children (in normal and pathological conditions). - M., 1978.

23. Luria A.R. Higher cortical functions of a person and their disturbances in local brain lesions. - M., 1962.

24. Luria A.R. Essays on the psychophysiology of writing. - M., 1950.

25. Mazanova E.V. Correction of dysgraphia on the basis of violations of language analysis and synthesis. Summaries of classes for speech therapists. - M., 2006.

26. Mnukhin S.S. About congenital alexia and agraphia // Soviet neuropathology, psychiatry and psychohygiene. - M., 1934. V.3. Issue. 2-3.

27. Nazarova L.K. On the role of speech kinesthesia in writing // Soviet Pedagogy. 1952. No. 6.

28. Nikashina N.A. Elimination of violations of writing and reading in children with underdevelopment of speech // Fundamentals of the theory and practice of speech therapy. - M., 1968.

29. Orfinskaya V.K. Forms of dysgraphia, reflecting the underdevelopment of the phonemic system // Herzen Readings. Defectology. - L., 1970.

30. Fundamentals of the theory and practice of speech therapy / Ed. R.E. Levina. - M .: Education, 1968.

- M., 1985.

31. Pravdina O.V. speech therapy. - M., 1973.

32. Sadovnikova I.N. Disorders of written speech and their overcoming in younger schoolchildren. - M., 1997.

33. Spirova L.F. Disadvantages of pronunciation, accompanied by a violation of writing // Shortcomings of speech in primary school students. - M., 1965.

34. Handbook of neuropathology childhood/ Ed. B.V. Lebedev. - M., 1995.

35. Tokareva O.A. Reading and writing disorders // Speech disorders in children and adolescents. - M.: Medicine, 1969.

36. Khvattsev M.E. speech therapy. - M., 1959.

37. Tsvetkova L.S. Methods of neuropsychological diagnostics of children. - M., 2000.

38. Elkonin D.B. Psychology of teaching younger students. - M., 1974.

Introduction

1.3 Etiology of dysgraphia

Conclusion

Bibliography

Application

Introduction

The problem of studying and correcting specific speech disorders in children is currently one of the most urgent tasks of speech therapy. With the beginning of schooling, some children suddenly find it difficult to read and write. Every year, the number of children with various types of dysgraphia increases in primary school. In Tomsk, about 1,500 children suffer from persistent writing disorders (according to the city pedagogical conference in January 2009).

A primary school teacher quite often encounters the fact that children do not distinguish phonemes in their native language. When writing, such a student skips letters in words, writes them in the wrong order, in a mirror image. He makes ridiculous or, as we say, illogical mistakes more often than other children. When reading, he skips words and entire lines, often reads the same phrase several times, and understands what he read more slowly than his peers. He writes off the board without memorizing the words, and checks each word with the original, meanwhile, again making omissions. He has a confusion with the spelling of the letters "b" and "d". The child has problems with orientation, he constantly confuses the right and left sides.

For the first time, scientists such as A. Kussmaul, V. Morgan, O. Berkan, L. Ginelvund, F. Warburg, P. Rushburg and others spoke about such a problem at the end of the 19th and beginning of the 20th centuries.

The doctrine of violations of writing has existed for more than 100 years. However, to date, the issues of diagnosis and correction of these disorders are relevant and complex.

A well-known specialist from St. Petersburg L.G. Paramonova. Studies were conducted on the written speech of primary school students of a comprehensive school. When analyzing the results, attention was paid only to the presence of specific errors indicating the presence of writing disorders (dysgraphia).

It turned out that such errors occurred in 30 percent of the students. This indicates not only the incredibly high prevalence of dysgraphia among students of general education schools, but also the difficulties in overcoming it.

The purpose of the logopoint is to provide speech therapy assistance students who have deviations in the development of oral speech, which in the future can cause a violation of written speech, that is, the prevention of secondary disorders, as well as the correction of existing violations of written speech. Such violations include: general underdevelopment speech (OHP), phonemic speech underdevelopment (FN), phonetic speech underdevelopment (FN), phonetic-phonemic speech underdevelopment (FFN), as well as various types of dysgraphia and dyslexia.

The main task of a speech therapist is to correct defects in oral and written speech and to form the prerequisites for the full assimilation of general educational programs by native language.

At the same time, it should be noted that a speech therapist is not an understudy of a teacher and not a tutor. Performing his main work on correcting children's speech defects, he must create a platform for the successful assimilation and correct application of grammar rules by students, that is, to lead students to an understanding of grammar rules, on the one hand, and on the other hand, to consolidate the educational material given by the teacher associated with the corrective process.

Writing disorders have a negative impact on the entire learning process, on the mental and speech development of the child. The modern identification of these disorders, the exact definition of their pathogenesis in each individual case, the delimitation of dysgraphic errors from errors of another characteristic, is extremely important for building a system of speech therapy work with children.

The relevance of our work lies in the fact that the number of children with writing disorders is increasing every year, in connection with this, many researchers, scientists, speech therapists began to develop various methods to eliminate various forms of dysgraphia.

The relevance and theoretical significance of the problem of writing disorders in younger students allows us to determine the subject, object, hypothesis and research objectives.

The purpose of the study: to study the symptoms of dysgraphic errors in primary school students and to determine the ways and methods of corrective and developmental work to eliminate dysgraphia in a school speech center.

Object of study: violation of the writing process in children of primary school age and the work of a teacher - a speech therapist in a school speech center.

Subject of study: correctional process to eliminate acoustic dysgraphia in children of primary school age in a school speech center.

Research hypothesis: corrective work to eliminate writing disorders in grade 2 students will be effective when using a certain training system to achieve positive dynamics in a school speech center.

From the goal, hypothesis and taking into account the specifics of the subject of research, the following tasks are defined:

1. To study special literature on the current state of dysgraphia in children of primary school age

2. Determine the theoretical essence of the occurrence of dysgraphia in children of primary school age.

3. Describe the system of diagnostic tasks for children in order to identify dysgraphia.

4. Analyze methods for preventing and correcting dysgraphia in children of primary school age.

5. Draw up a system of speech therapy work to eliminate acoustic dysgraphia.

The methodological base and theoretical basis of our work are the works on the problem of violations of written speech by A.N. Korneva, R.I. Lalaeva, I.N. Sadovnikova, T.A. Fotekova.

The theoretical significance lies in the fact that the work analyzes the sources, summarizes and systematizes the material on the problem of correcting writing disorders in primary school students. General approaches and methods for eliminating dysgraphia are considered. Practical significance lies in the fact that the work has chosen a methodology for the correction of acoustic dysgraphia, which can later be used in the work of teachers-practitioners.

The work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

The introduction shows the relevance of the research problem and outlines the goals, hypothesis and research methods. The first chapter gives literature review on the emergence of dysgraphia, its types, as well as the issues of methods of corrective work with children with impaired writing. In the second chapter, the work of a teacher - a speech therapist to eliminate dysgraphia in a school speech center and the choice of ways and means of correcting violations of the writing process in children of primary school age is studied. In conclusion, the main conclusions based on the results of the study of the methodology are presented. The following is a list of references used in the preparation of this work.

Provisions for defense:

1. The problem of writing disorders in schoolchildren is one of the most relevant for schooling, as writing and reading from the goal of primary education turn into a means of further acquisition of knowledge by students.

2. Overcoming dysgraphia with the help of systematic corrective work can lead to the achievement of positive dynamics in the development of written language in younger students.

Chapter 1. Theoretical foundations of dysgraphia

1.1 History of the study of writing disorders

For the first time, A. Kussmaul pointed out the violation of reading and writing as an independent pathology of speech activity in 1877. Then many other works appeared in which descriptions of children with various reading and writing disorders were given.

During this period, the pathology of reading and writing was considered as a single disorder of writing. Literature of the late 19th and early 20th centuries. it was widely believed that impaired writing is a symptom of general dementia and is observed only in mentally retarded children. Such observations were made by F. Bachman and B. Engler. However, back in 1896, V. Morgan described a case of impaired reading and writing in a fourteen-year-old boy with normal intelligence. Morgan defined this disorder as the inability to spell correctly and read coherently without errors.

Following V. Morgan, many other authors (A. Kussmaul, O. Berkan) began to consider reading and writing disorders as an independent pathology of speech activity, not associated with mental retardation. The English ophthalmologists Kerr and Morgan published works specifically devoted to reading and writing disorders in children. They are, in fact, pioneers in the field of the theory of reading disorders.

Somewhat later, in 1900 and 1907, D. Ginshelwood, an ophthalmologist from Glasgow, described several more cases of reading and writing disorders in children with normal intelligence, confirming that these disorders do not always accompany mental retardation. D. Ginshelwood was the first to name difficulties in mastering reading by the terms "alexia" and "agraphia", denoting both severe and mild degrees of reading disorder.

Thus, at the end of the 19th and beginning of the 20th centuries, There were two opposing points of view. According to one, reading and writing disorders are a symptom of mental retardation; supporters of the other believed that the pathology of reading and writing was an isolated disorder not associated with mental retardation. As the described cases show, disorders occur both in mentally retarded children and in those with normal intelligence, and even in mentally gifted children. Authors who defend the isolated, independent nature of reading and writing disorders considered the nature of this disorder in different ways. The most common was the point of view, which argued that the basis of the pathology of reading and writing is the inferiority of visual perception. According to this view, the mechanism of impaired reading and writing is a defect in the visual images of words and individual letters. In this regard, defects in reading and writing began to be called "congenital verbal blindness." F. Warburg and P. Ranshburg were typical representatives of this trend.

In the future, there is a differentiation of the concepts of dyslexia and dysgraphia, alexia and agraphia.

E. Illing identifies a number of processes that are violated in the pathology of reading and writing:

1) mastering the optical unity of the letter and the acoustic unity of sound;

2) correlation of sound with a letter;

3) synthesis of letters into a word;

4) the ability to divide words into optical and acoustic elements;

5) definition of stress, model of the word, vowels of the word;

6) reading comprehension. E. Illing considered the main thing in the picture of alexia and dysgraphia to be the difficulty of association and dissociation, the inability to grasp the integrity of the word and phrase.

Of great interest for its time was the study of O. Orton, who in 1937. published a paper on reading, writing and speech disorders in children. O. Orton noted that the main difficulty in children with reading and writing disorders is the inability to compose words from letters. Orton concluded that alexia and agraphia in children are caused not only by motor difficulties, but also by sensory disturbances. Orton observed reading and writing disorders most often in children with motor disabilities, in left-handers and in those children in whom the release of the leading hand is carried out late, as well as in children with hearing and vision impairments.

From early work Russian authors should focus on the work of neuropathologists R.A. Tkachev and S.S. Mnukhin. In the work of S.S. Mnukhin "On congenital alexia and agraphia" states that reading and writing disorders are found in both intellectually complete and mentally retarded children. With various degrees of mental retardation, alexia and agraphia are much more common than in normal children.

Based on his own observations and observations of other authors, S.S. Mnukhin concludes that reading and writing disorders are not an isolated disorder, but are accompanied by a number of other disorders.

In modern literature, the term "dysgraphia" is defined in different ways. R.I. Lalaeva gives the following definition: "Dysgraphia is a partial violation of the writing process, manifested in persistent, repetitive errors due to the lack of formation of higher mental functions involved in the writing process" I.N. Sadovnikova defines dysgraphia as a partial writing disorder, where the main symptom is the presence of persistent specific errors, which is not associated with impaired hearing, vision, or decreased intelligence.

A.L. Sirotyuk connects a partial violation of writing skills with focal lesions, underdevelopment, dysfunction of the cerebral cortex.

A.N. Kornev calls dysgraphia a persistent inability to master writing skills according to the rules of graphics, despite a sufficient level of intellectual and speech development and the absence of gross visual and hearing impairments.

Until now, there is no common understanding at what age and at what stage of schooling it is possible to diagnose dysgraphia in a child. Therefore, the separation of the concepts of "difficulties in mastering writing" and "dysgraphia" E.A. Loginova understands a child's persistent violation of the process of implementing writing at the stage of schooling, when mastering the technique of writing is considered complete.

Writing is a complex form of speech activity, a multi-level process. Various analyzers take part in it: speech-auditory, speech-motor, visual, general motor. Between them in the process of writing a close connection and interdependence is established. The structure of this process is determined by the stage of mastering the skill, tasks and nature of writing. Writing is closely connected with the process of oral speech and is carried out only on the basis of a sufficiently high level of its development. The writing process of an adult is automated and differs from the nature of the writing of a child who masters this skill. So, for an adult, writing is a purposeful activity, the main purpose of which is to convey meaning or fix it. The writing process of an adult is characterized by integrity, coherence, and is a synthetic process. The graphic image of the word is reproduced not by individual elements (letters), but as a whole. The word is reproduced by a single motor act. The writing process is automated and takes place under dual control: kinesthetic and visual.

According to the study of A.R. Luria, the psychological content of the writing process, consists of special operations that are part of the writing process itself, is the analysis of the sound composition of the word to be written. From the sound stream perceived and mentally represented by a person writing to dictation, a series of sounds should be distinguished - first those with which the right word, and then subsequent ones. This task is not always easy. Only in words that consist of a number of open syllables, pronounced quite separately , the successive selection of sounds proceeds relatively easily. In words that include closed syllables, and even more so in words that include a consonant cluster, a series of unstressed vowels, this selection of the desired sequence of sounds becomes a more difficult task. It becomes even more complicated in those cases when the child tries to repeat the desired word several times in a row, not dividing it into separate syllables, but grasping it as a whole, "globally". Then - as often happens - unstressed vowels can be dropped, a strong-sounding syllable is moved to the beginning, and weak-sounding syllables are skipped altogether. Sometimes the syllables are rearranged, and in the child’s writing those defects naturally arise that manifested themselves in oral speech at the first stages of its development and which are known in psychology under the names of anticipation (anticipations), for example: “onko” or “kono” instead of window; elision (omissions, omissions), for example: "poppy" instead of carrot, " moco" instead of milk; perseverations (jamming, repetition of individual sounds); contamination (alloys of two complex syllables into one, which includes elements of each of these syllables) and permutations.

Selecting a sequence of sounds constituting a word, is the first condition for the dismemberment of the speech stream, in other words, for turning it into a series of articulate sounds.

The second condition, closely related to the previous one, is clarification of sounds the transformation of currently audible sound variants into clear, generalized speech sounds - phonemes.

Only in cases where the word consists of distinctly and unambiguously sounding elements (as is the case, for example, in the words Ma-sha or sha-ry), sound identification is easy. Much more difficult are those cases when the consonant enters either a soft or a hard syllable, and when, for example, in completely different-sounding variants of the consonant ( then, that, those, ti) it is necessary, to distract from these audible options 2, to perceive the same phoneme t. Difficulties close to this also arise in cases where a change in only one feature (for example, sonority) turns one sound into a completely different one (for example, d in t, h in c) and when, therefore, the child must distinguish the desired phoneme, separating it from a close one in sound.

A phoneme is a stable sound of speech, the change of which changes the meaning of the word (for example, d as opposed to m in words: daughter and dot).

A sound variant is that sound change that depends on the incoming conditions (for example, the intensity of the sound impulse, the duration of the sound, sometimes the timbre) and does not make a semantic change in the word. In this way, phonemes are the main components of sound speech.

The child masters all this, however, easily, and only sometimes such mistakes as "kids" instead of chickens, talk about the residual difficulties encountered in this task.

Much greater difficulties are associated with the task of differentiating consonant clusters and distinguishing between individual elements that make up complex sound complexes. Teachers are well aware that this task requires special work, and a student who has studied for several months often continues to isolate individual sounds from combinations such as xn ( from sheksna), sp ( from cope), lnts ( from sun) etc.

Anyway, this work on sound analysis and refinement of sounds is the second essential condition for the process of writing, because only these phonemes, abstracted from random sounds and isolated from common complex sounds that make up the word, and can become the subject of further recording.

At the initial stages of the development of the writing skill, these processes proceed completely consciously, at later stages they almost cease to be conscious and are carried out automatically.

Sound analysis, necessary in the process of writing, is always followed by second stage: the selection of a phoneme or their complexes must be translated into a visual graphic scheme. Each phoneme is translated into the corresponding letter, which should be written in the future. If the preliminary sound analysis was carried out clearly enough, then the recoding of speech sounds into letters (or, as linguists say, phonemes into graphemes) does not cause any particular difficulties. Teaching writing shows that this part of the skill is easily assimilated, and only in rare cases does the teacher have to devote special work to it.

Experienced teachers know that first graders often confuse written E with 3, or b With d, write w how t or and how P, finding it difficult to distinguish between these letters, which are similar in the forum and differ only in the different spatial arrangement of the elements. Sometimes in some children (most often left-handers) such difficulties take on more severe forms: the child cannot immediately select the side from which to start writing, confusing writing from left to right with writing in the opposite direction and sometimes writing down entire syllables in a mirror. As a rule, these difficulties are easily overcome and do not constitute significant obstacles in teaching literacy. Difficulties in maintaining the desired order of letters and omissions of letters, which are much more common in children who begin to learn to write, are not due to difficulties in retaining the desired letter styles, but due to the difficulty in maintaining the sound sequence of word elements to be recorded.

The third and last moment in the process of writing is the transformation of the optical signs to be written - letters - into the necessary graphic styles. Research conducted by E.V. Guryanov, allow us to see that this last stage, which is part of the writing process, does not remain unchanged and that it is it that clearly reflects the unequal structure that characterizes writing at various stages of language acquisition.

At the first stages of skill development, the movement necessary to write each letter (and even earlier - each element of the letter) is the subject of a specially conscious action, then later these individual elements are combined and a person who is fluent in writing begins to write down whole complexes of familiar sounds with the combined sign . The smoothness that characterizes all developed writing, and behind which it is easy to see the unification of individual habitual sound combinations, convincingly shows that the process of developed writing has acquired a complex automated character, and that the writing of entire sound complexes has gradually become an automated subsidiary operation.

All of the above asserts that the process of writing is least of all that simple "ideomotor" act, as it has often been tried to represent, and that it includes very many mental processes that lie both outside the visual sphere (associated with the representation of letters) and outside the motor sphere. spheres that play a role in the direct implementation of writing processes.

1.2 Patterns and conditions for the formation of written speech in children

As we have already seen, the psychological content of the writing process is quite well known to psychology, but it cannot yet be said that the role played by each of these psychological components writing, and the ways in which the student succeeds most successfully in fulfilling all the conditions that ensure correct writing. Both of these questions are very important.

Consequently, those psycho-physiological mechanisms by which the implementation of certain aspects of the writing process is ensured still need to be carefully studied.

The sensorimotor basis of a child's mental development is those coordinations that arise between the eye and hand, between hearing and voice (A. Vallon). The formation of the speech function in ontogeny occurs according to certain patterns that determine the consistent and interconnected development of all aspects of the speech system (phonetic side, lexical stock and grammatical structure).

The works of A.N. Gvozdev, N. X. Shvachkina,

N.I. Krasnogorsky, V.I. Beltyukov, A. Vallon and other researchers. The function of the auditory analyzer is formed in the child much earlier than the function of the speech-motor analyzer: before sounds appear in speech, they must be differentiated by ear. In the first months of a child's life, sound accompanies involuntary articulation, arising after the movements of the organs of the articulatory apparatus. In the future, the relationship between sound and articulation changes radically: articulation becomes arbitrary, corresponding to sound expression (N.Kh. Shvachkin).

A sample of pronunciation for a child is the speech of others. But at a certain stage of speech development, the articulation of some sound is inaccessible to the child. The child is forced to temporarily replace it with one of articulatory close and accessible sounds. Such a substitute is often acoustically far from the audible sample. This acoustic discrepancy becomes an incentive to search for a more perfect articulation pattern that would correspond to the audible sound. In this process, the leading role is revealed auditory perception, but at the same time, the course of approaching the desired sound is subject to the possibilities of developing a speech-motor analyzer (V.I. Beltyukov). By the time the phonetic side of speech is formed, the auditory analyzer receives functional independence. The sounds of speech are, as it were, equalized in terms of the degree of difficulty in distinguishing and reproducing them.

The sounds of speech do not exist in isolation, but only as part of words, while words - in phrases, phrases, in the flow of speech.

The interaction of the phonetic and lexico-grammatical aspects of speech is revealed in the theory of the mechanisms of speech by N. I. Zhinkin, according to which the mechanism of speech includes two main links:

1) the formation of words from sounds and 2) the formation of messages from words. Word there is a link between two links in the mechanism of speech. At the cortical level of voluntary speech control, a fund of those elements from which words are formed ("phoneme lattice") is formed. In the second stage of the selection of elements, the so-called "lattice of morphemes" is formed. According to the theory of N.I. Zhinkin, words become complete only in the operation of composing messages. The whole point of the speech-motor analyzer is that it can produce new combinations every time. full words, rather than storing them in memory in such a combination. As soon as the topic of the message is determined, the range of vocabulary narrows. The rules for selecting particular words are determined by the purpose of that particular message. All speech designations and their rearrangements can be made only by material syllabic means, since the syllable is the main pronunciation unit of the language. That is why, according to N.I. Zhinkin, the main thing is where it starts speech process and how it ends is the code of speech movements (the selection of the required speech movements), and this is its great role on the path from sound to thought.

For mastering written speech, the degree of formation of all aspects of speech is essential. Violations of sound pronunciation, phonemic and lexical and grammatical development are reflected in writing and reading.

The eye and hand are also actively involved in the process of writing, and then the question of the interaction of the auditory, visual, speech-motor and motor components of writing becomes of particular importance. As P.L. Gorfunkel, some researchers were inclined to assume that visual participation in writing is not necessary, believing that the writing of a literate person is based on the ability of auditory and speech-motor representations to directly include motor representations, bypassing the visual link. But those big role vision must play in the very act of forming writing, when the motor representations themselves, and not only their connections with auditory and speech-motor representations, have not yet been formed.

Also interesting is the researcher's remark that every child, regardless of the teaching method applied to him, inevitably goes through several phases. At the first stage of learning, the student writes large, and this is due not only to the roughness of his spatial coordination. The reason is that the larger the letter, the smaller the relative difference between the movements of the pen tip and the movements of the hand itself, i.e. the simpler and more accessible is the recoding, and this is confirmed by cyclographic observations. Only as this recoding is mastered does the child learn to transfer first visual and then proprioceptive corrections to the pen tip, acquiring the ability to automatically provide the pen tip with any required trajectory. Due to this, the size of the letters written out gradually decreases (an illogical phenomenon occurs when working with any tool: a needle, a knife, etc.). Simultaneously with this process, the development of writing along the line is also taking place. The movement of the forearm, leading the pen along the line, is gradually transferred from the competence of visual control to the area of proprioceptive. Then the even arrangement and direction of the lines are already successful on unmarked paper. Finally, the most difficult thing of all is mastering cursive writing itself. At the same time, the correct distribution of pressures is mastered, i.e. force control along the third coordinate, perpendicular to the plane of the paper. Real cursive writing is developed only through long practice, always already after adolescence.

So, initial period literacy training should aim to form a complex unity, including ideas about the acoustic, articulatory, optical and kinetic image of the word.

Writing disorders in children are associated with the impact of a whole range of various exogenous and endogenous hazards of the prenatal, natal and early postnatal periods, as well as with hereditary predisposition (D.N. Isaev, K.F. Efremov, S.M. Lukshanskaya, I.N. Sadovnikova, A.N. Kornev and others).

In recent years, new approaches to the analysis of omissions, permutations, insertions of letters and syllables have appeared. B.G. Ananiev, M.E. Khvattsev, O.A. Tokareva, R.I. Lalayeva showed that the mixing of graphically similar letters is associated with optical and optical-spatial difficulties of students.

According to I.N. Sadovnikova and A.N. Root mixing of graphically similar letters occurs according to their kinetic similarity and is explained by a violation of the dynamic organization of movements. The central link of the movement is coordination, which ensures the accuracy, proportion and smoothness of the movement. The concept of coordination is associated with the concept of praxis and tempo, the essence of which is the ability to quickly form reflexes for time and perform uniform movements. The ability to quickly move from one pace to another is associated with the mobility of nervous processes (N.A. Bernshtein, L.O. Badalyan).

According to the study by B.G. Anan'eva, A.F. Luria, N.N. Bragina, G.A. Dobrokhotova, E.G. Simernitskaya, O.B. Inshakova, the accuracy of interanalyzer coordination is closely related to the functional asymmetry of the brain. To master the process of writing, it is very important that the gaze of a series of objects be directed from left to right and from top to bottom. In this regard, the formation of functional asymmetries of psychomotor transforms the special significance for the process of mastering the skill of writing.

Grapho-motor skills are the final link in the chain of operations that make up writing. Thus, they can influence not only calligraphy, but the entire process of writing as a whole.

1.3 Etiology of dysgraphia

There are many scientific interpretations regarding the origin of dysgraphia, which indicates the complexity of this problem. The study of the etiology of this disorder is complicated by the fact that by the time schooling begins, the factors that caused the disorder are obscured by new, much more serious, newly emerging problems. So says I.N. Sadovnikova and identifies the following causes of dysgraphia:

a delay in the formation of functional systems important for writing, due to harmful influences or hereditary, genetic predisposition, since this disorder is observed in several family members. In this case, as a result of the difficulty of cortical control in mastering written language, the child may experience approximately the same difficulties as parents at school;

violation of oral speech of organic origin;

difficulties in the formation of a functional asymmetry of the hemispheres in a child;

a delay in the child's awareness of the body schema;

violation of the perception of space and time, as well as the analysis and reproduction of spatial and temporal sequences.

The causes of writing disorders in children were analyzed in most detail by A.N. Root. In the etiology of writing disorders, the author distinguishes three groups of phenomena:

1. Constitutional prerequisites: individual features of the formation of functional specialization of the cerebral hemispheres, the presence of writing disorders in parents, mental illness in relatives.

2. Encephalopathic disorders caused by harmful effects in the periods of pre-, pre- and postnatal development. Damage at the early stages of ontogenesis often causes abnormalities in the development of subcortical structures. Later exposure to pathological factors (birth and postnatal development) affects the higher cortical regions of the brain to a greater extent. Exposure to harmful factors leads to deviations in the development of brain systems. The uneven development of brain structures adversely affects the formation of functional systems of the psyche. According to neuropsychology data, studies of T.V. Akhutina and L.S. Tsvetkova, the functional immaturity of the frontal parts of the brain and the insufficiency of the neurodynamic component of mental activity can manifest itself in a violation of the organization of writing (instability of attention, non-retention of the program, lack of self-control).

Anatomical features of the central nervous system, the facts known to doctors of good drawing abilities in dysgraphics are explained. Such a child hardly masters the letter, but receives commendable reviews from the drawing teacher. It should be so, because this child has a more “ancient”, automated area of the right hemisphere in no way changed. Disagreements with the Russian language do not prevent these children from “explaining” with the help of a drawing (as in ancient times - through images on rocks, birch bark, earthenware).

With the pathogenesis of writing disorders A.N. Kornev links three variants of desontogenesis:

delayed development of mental functions;

uneven development of individual sensorimotor and intellectual functions;

partial underdevelopment of a number of mental functions.

3. Unfavorable social and environmental factors. The author refers to them:

discrepancy between actual maturity and the beginning of literacy. The volume and level of literacy requirements not correlated with the child's capabilities; discrepancy between the methods and pace of teaching the individual characteristics of the child.

Thus, difficulties in mastering writing arise mainly as a result of a combination of three groups of phenomena: biological insufficiency of the brain systems arising on this basis of functional insufficiency; environmental conditions that place increased demands on retarded or immature mental functions. Written language impairment often becomes apparent by the second grade. Sometimes dysgraphia compensates over time, but in some cases it remains at an older age.

Another interesting observation of psychologists: dyslexia and dysgraphia occur in boys 3-4 times more often than in girls. About 5-8 percent of schoolchildren suffer from dyslexia and dysgraphia.

At preschool age, it is possible to identify the prerequisites for dysgraphia, which will manifest itself in children with the beginning of schooling if appropriate preventive measures are not taken. We can talk about the following prerequisites for dysgraphia:

1. Lack of auditory differentiation of acoustically similar sounds: hard - soft; voiced - deaf, whistling - hissing, as well as sounds [p], [d], [l]. This is a clear prerequisite for acoustic dysgraphia, since the phonemes of each group are not differentiated by ear, and are subsequently interchanged in writing.

2. The presence of complete sound substitutions in oral speech (mainly the above groups of phonemes) incorrect pronunciation of words in the process of writing during the period of literacy training inevitably leads to the corresponding letter substitutions.

3. The lack of formation of the simplest types of phonemic analysis of words available to preschool children. VC. Orfinskaya refers to such types of analysis as follows:

recognition of sound against the background of a word;

highlighting a stressed vowel from the beginning of a word and a final consonant from the end of a word;

determining the approximate place of a sound in a word.

Lack of formation of visual-spatial representations and visual analysis and synthesis. This makes it difficult for a child to differentiate similar letters in the process of literacy, which leads to optical dysgraphia.

The lack of formation of grammatical systems of inflection and word formation, which is manifested in the child's incorrect use of word endings in oral speech. This leads to agrammatic dysgraphia.

Often both types of disorders: dyslexia and dysgraphia are observed in the same child. At the same time, such a baby most often does not have signs of mental retardation. The child turns out to be at odds with the Russian language, although he copes well with mathematics and other subjects where, it would seem, more intelligence is required. Thus, the inevitability of the appearance in children of all the main types of dysgraphia can be determined in the lower grades, which means that everything possible must be done to eliminate it at the initial stage, until the violation of written speech has led the child to lag behind in all subjects in the middle level .

1.4 Classification and symptoms of dysgraphia

The ambiguity of existing ideas about dysgraphia, its causes, mechanisms, symptoms is associated with a discrepancy in scientific approaches to its study. There are several classifications of children's dysgraphia.

Thus, from the standpoint of the neuropsychological approach, dysgraphia is considered as a consequence of a violation of the analytical and synthetic activity of analyzers. Scientists say that the primary underdevelopment of analyzers and interanalyzer connections leads to a lack of analysis and synthesis of information, a violation of the recoding of sensory information: translating sounds into letters. Violation of one or another analyzer made it possible to distinguish motor, acoustic, optical types of dysgraphia.

From the standpoint of the psychophysiological analysis of the mechanisms of writing disorders, a classification of dysgraphia was developed by M.E. Khvataev. The scientist considered not only the psychophysiological mechanisms of the disorder, but also the disorders of the speech function and language operations of writing. He connected dysgraphia with the lack of language development of children and identified five types of dysgraphia, two of which are based on oral speech disorders and optical are present in the modern classification.

A.N. Kornev considered dysgraphia from the standpoint of a clinical and psychological approach. His research made it possible to reveal the uneven mental development in children with writing disorders, to determine that different types of dysgraphia are accompanied in children by different degrees of severity and combinations of neuropsychic activity. The author singled out dysphonological dysgraphia, dysgraphia caused by a violation of language analysis and synthesis, and dyspraxia.

According to the classification, which was created by the staff of the Department of Speech Therapy of the Leningrad State Pedagogical Institute. Herzen and refined by R.I. Lalayeva, the following five types of dysgraphia are distinguished:

1. Dysgraphia due to a violation of phonemic recognition (acoustic), which is based on difficulties in auditory differentiation of speech sounds.

2. Articulatory-acoustic dysgraphia, in which the child's defects in sound pronunciation are reflected in writing.

3. Dysgraphia on the basis of unformed analysis and synthesis of the speech flow, in which the child finds it difficult to determine the number and sequence of sounds in a word, as well as the place of each sound in relation to other sounds of the word.

4. Agrammatic dysgraphia due to the lack of formation of the child's grammatical systems of inflection and word formation.

All these types of dysgraphia in various combinations can be present in one child. These cases belong to

5. mixed dysgraphia.

I.N. Sadovnikova also defines evolutionary or false dysgraphia, which is a manifestation of the natural difficulties of children during the initial learning to write.

Symptoms of dysgraphia

The main symptoms of dysgraphia are specific (i.e., not related to the use of spelling rules) errors that are persistent, and the occurrence of which is not associated with impaired intellectual or sensory development of the child or with the irregularity of his schooling. I.N. Sadovnikova applies the principle of level-by-level analysis of specific errors. This made it possible to distinguish three groups of specific errors:

errors at the letter and syllable level;

word level errors

errors at the sentence level (phrases). Errors at the letter and syllable level

This is the most numerous and diverse group of errors. Let us first consider the errors that reflect the difficulties in the formation of phonemic (sound) analysis; then - errors of phonemic perception (i.e., differentiation of phonemes), and then - errors of a different nature.

Sound analysis errors

D.B. Elkonin defined sound analysis as an action to establish the sequence and number of sounds in a word. V.K. Orfinskaya singled out simple and complex forms of phonemic analysis, among which are the recognition of a sound among other phonemes and its isolation from a word in the initial position, as well as a complete sound analysis of words. Simple forms of analysis are formed in the norm spontaneously - before the child enters school, and complex ones - already in the process of learning to read and write. The unformed action of sound analysis is manifested in writing in the form of the following types of specific errors: omission, rearrangement, insertion of letters or syllables. The omission indicates that the student does not isolate all of its sound components in the composition of the word, for example, "snks" - sleds, "kichat" - shout.

(pass Nastya A)

The omission of several letters in a word is the result of a grosser violation of sound analysis, leading to a distortion and simplification of the structure of the word: health - "dorve", brother - "bt", girl - "girl", bells - "kalkochi".

Letter and syllable omission is facilitated to some extent by the following positional conditions:

the meeting of two letters of the same name at the junction of words: "a hundred (l) to lap, you arrive (t) only in winter.

the neighborhood of syllables that include the same letters, usually vowels, less often consonants: nasta (la), blacksmiths (ki), ka (ra) ndashi, si (di) etc.

insertions of vowels are usually observed with a confluence of consonants (especially when one of them is explosive): "Shekola", "Girl", "Sweet", "November", "Friendly", "Aleksandar". These insertions can be explained by an overtone that inevitably appears when the word is spoken slowly during writing and which resembles a reduced vowel.

in recent years, notes I.N. Sadovnikov, younger schoolchildren began to reveal errors that cannot be attributed to any of the known types, namely: in words that begin with a capital letter, the first letter is reproduced twice, but for the second time already in the form of a lowercase - Aavgust, Rruchey, Sskoro, Ggriby , Autumn, Rebyata. These errors are the result of the mechanical fixation of grapho-motor skills, to which the first-graders were led by writing exercises in the “Recipes”, where letter samples are offered for writing in the following form: Vv, Ll, Ss, Ii, Yoyo, Xx, Ee.

Errors in phonemic perception.

Such errors are based on the difficulties of differentiating phonemes that have an acoustic-articulatory similarity. In oral speech, the non-differentiation of phonemes leads to substitutions and mixtures of sounds.

This may take place when:

instability of correlating a phoneme with a grapheme, when the connection between the meaning and the visual image of a letter has not been strengthened;

fuzzy distinction between sounds that have an acoustic-articulatory similarity.

By acoustic-articulatory similarity, the following phonemes are usually mixed: paired voiced and deaf consonants (D - T - "tavno", "itut home." 3 - C - "koslik", "vasilok". B - P - "popeda", " bodar"); labialized vowels (O - U - "ringing roar", "blue-gray dove", Yo - Yu - "crowberry", "stupid"); sonorous; whistling and hissing (S - W - "shiski", "vosli"); affricates are mixed both with each other and with any of their components (CH - SH - "stuttered", "rocha").

(s-s, Katya P)

Mixing letters by kinetic similarity.

Researchers traditionally explain any confusion either by the acoustic-articulatory similarity of phonemes, or by the optical similarity of letters - equally for reading and writing. Mixing letters by kinetic similarity should not be taken as harmless "misprints" on the grounds that they are not related to either the pronunciation side of speech or spelling rules. Such errors can lead to a decrease in the quality of not only writing, but also reading, although the configuration of the letters in handwritten and printed font is different. This phenomenon is based on the fact that, with the indicated mixtures, among schoolchildren, the still weak connections between sound and letter are "washed out": between the phoneme and the article, on the one hand, and the grapheme and kinema, on the other.

(Series P)

Perseverations, anticipations.

A peculiar distortion of the phonetic content of words occurs in oral and written speech according to the type of phenomena of progressive and regressive assimilation and is respectively called: perseveration (stuck) and anticipation (anticipation, anticipation): a consonant, and less often - a vowel - replaces the displaced letter in a word.

Examples of perseverations in writing:

within the word: "magazim", "collective farm", "behind the tire" (collective farmer, car);

(preservation and pass Nastya A)

within the phrase: "at grandfather Modoz";

Examples of anticipation in a letter:

within the limits of the word: "on the devye", "dod with a roof", "with native places".

within the phrase, sentence: "Beetle streams". "We have at home" - "At Nastya ...". "The kitten meowed plaintively" - plaintively ... "

If in oral speech the words in the syntagma are pronounced together, on one exhalation, then in written speech the words appear separately. The discrepancy between the norms of oral and written speech introduces difficulties in the initial teaching of writing. Writing reveals such a defect in the analysis and synthesis of audible speech as a violation of the individualization of words: the child was unable to catch and isolate stable speech units and their elements in the speech stream. This leads to the continuous writing of adjacent words or to the separate writing of parts of the word. ("and dut", ", "asked", "," to the house, up the tree")

(Nikita P)

Morphemic agrammatism is a reflection in writing of the difficulties of analyzing and synthesizing parts of words. Mistakes are found in the word-formation operation. (hand - "arms", leg - "legs")

The lack of formation of language generalizations is manifested in the likening of various morphemes ("the sun is getting stronger, the sun is warming", "he waved a shovel").

The bulk of specific errors at the level of phrases and sentences are expressed in the so-called agrammatisms, i.e. in violation of the connection of words: coordination and control. Changing words according to the categories of number, gender, case, time forms a complex system of codes that allows you to streamline the phenomena designated, highlight the features and attribute them to certain categories. The insufficient level of language generalizations sometimes does not allow schoolchildren to catch categorical differences in parts of speech.

A.R. Luria defined mirror writing as one of the forms of friendly movements, normally suppressed as a rule. Usually in children, the tendency to bilateral muscle innervation of symmetrical muscle groups is due to the irradiation of excitation from one hemisphere of the brain to another. With age, unilateral innervation is established.

(Kirill N)

1.5 Methods of speech therapy work to identify and eliminate violations of written speech in primary school students

When developing the methodology of R.I. Lalayeva was based on the psycholinguistic approach. The scientific and theoretical prerequisites for the methodology were modern psycholinguistic ideas about the structure of speech activity. Thus, in accordance with the psycholinguistic approach, when researching using this technique, it is not an isolated statement, a text as finished products of speech formation that is analyzed, but these processes themselves. hallmark psycholinguistic analysis is not analysis by elements, but analysis by units (L.S. Vygotsky). In this case, the unit is understood as a psychological operation. The process of generating a speech utterance consists of a dynamic organization of operations into complex speech actions and, in general, into an even more complex activity.

The technique is designed to study the process of producing speech utterances in children aged 6-10 years with speech pathology of various origins, who have both relatively intact intelligence and intellectual deficiency. This technique makes it possible to more subtly diagnose the nature of primary and secondary underdevelopment of speech in children. In a modified form, it can be used to study the characteristics of the speech development of children of other age groups. The work on this method is carried out in several stages. Examination of schoolchildren is carried out in two stages: at the preliminary stage, children with writing disorders are identified, at the second stage, a special examination of children with disabilities is carried out, differentiation of writing and reading disorders is carried out. At the stage of corrective work, R.I. Lalaeva and L.V. Venediktov use the following principles: the principle of taking into account the mechanism of this disorder, the principle of relying on various analyzers and the intact link of the impaired mental function, the principle of complexity and consistency, the step-by-step formation of mental functions, etc.

The proposed E.V. Mazanova, the system of corrective work to overcome dysgraphia is based on a comprehensive speech therapy examination, taking into account the characteristics of the psychophysical activity of younger students. The program is intended for teachers-speech therapists of secondary schools working on the prevention and overcoming of dysgraphia in primary school students. E.V. Mazanova believes that in order to conduct effective corrective work with children with dysgraphia, a speech therapist needs to take into account the early start dates for corrective work, the complexity of measures aimed at overcoming specific errors, and timely involve parents in doing homework. After a comprehensive examination, a series of special remedial classes is carried out, and work is also carried out in parallel on individual notebooks. When eliminating specific disorders of written speech in a child, it is necessary to: clarify and expand the volume of visual memory, form and develop visual perception and representations, develop visual analysis and synthesis, develop visual-motor coordination, form speech means that reflect visual-spatial relations, teach the differentiation of mixed according to the optical features of the letters.

For better assimilation of the image of letters according to the method of E.V. Mazanova traditionally invites the child to: feel, cut, sculpt them from plasticine, draw around the contour, write in the air, determine the similarity and difference of optically similar letters, etc .; to differentiate letters similar in style in written exercises.

Corrective work according to this technique is carried out in four stages: organizational (conducting an initial examination, paperwork and work planning), preparatory (development of visual and auditory perception in children, development of visual and auditory analysis and synthesis, development of mnesis), main (fixing the links between pronunciation of sound and its graphic representation in writing, automation of mixed and interchangeable letters, differentiation of mixed and interchangeable letters) and final (consolidation of acquired skills).

I.N. Sadovnikova in her methodology in the "Survey" section highlights such items as "peculiarities of educational activity" and "school maturity" and identifies the following areas of work for the correction of dysgraphia: the development of spatial and temporal representations; development of phonemic perception and sound analysis of words; quantitative and qualitative enrichment of the dictionary; improvement of syllabic and morphemic analysis and synthesis of words; mastering the compatibility of words and the conscious construction of sentences; enrichment of students' phrasal speech by introducing them to the phenomena of polysemy, synonymy, antonymy, homonymy of syntactic constructions.

Methodology T.A. Fotekova according to the survey consists of three series.

First series: explores the prerequisites for writing. It includes tests for language and sound-letter analysis, which require determining the number of words in a sentence, the number of syllables and sounds in a word, etc.

Second series: aimed at evaluating writing. First-graders must write letters, their name and two words (table, trunk) under dictation. Students in grades 2-3 are offered a small dictation.

Third series: Tests reading skills.

A.V. Yastrebova is devoted, first of all, to the improvement of the oral speech of children, the development of speech and thought activity and the formation of psychological prerequisites for the implementation of full-fledged educational activities. At the same time, work is underway on all components of the speech system - the sound side of speech and the lexical and grammatical structure. At the same time, several stages are distinguished in the work, each of which has a leading direction.

Stage I - filling in the gaps in the development of the sound side of speech (development of phonemic perception and phonemic representations; elimination of defects in sound pronunciation; formation of skills of analysis and synthesis of the sound-syllabic composition of words; consolidation of sound-letter connections, etc.);

Stage II - filling gaps in the field of mastering vocabulary and grammar (clarification of the meanings of words and further enrichment of the dictionary by accumulating new words and improving word formation; clarifying the meanings of the syntactic constructions used; syntactic constructions);

Stage III - filling in the gaps in the formation of coherent speech (development and improvement of the skills and abilities of building a coherent statement: programming the semantic structure of the statement; establishing the coherence and sequence of the statement; selection language tools necessary to construct an utterance) .

Chapter 2 2.1 The specifics of the work of a speech therapist teacher in a school speech center

A speech therapy center in a general educational institution is being created in order to assist students with impairments in the development of oral and written speech (of a primary nature) in mastering general educational programs (especially in their native language). With the correct organization and conduct of corrective work, a speech therapist helps such children cope with their speech disorders and, on a par with other students, master school knowledge.

The main tasks of the speech therapy center are:

Correction of violations of the development of oral and written speech of students; timely prevention and overcoming of difficulties in the development of general educational programs by students; explanation of special classes in speech therapy among teachers, parents of students.

A speech therapy center is being created in educational institutions located in urban areas, in the presence of five to ten classes of the first stage of primary general education and three to eight classes of the first stage of primary general education in a general education institution located in a rural area.

The speech therapy center enrolls students of a general education institution who have impairments in the development of oral and written speech in their native language (general underdevelopment of speech of varying severity; phonetic and phonemic underdevelopment of speech; stuttering; pronunciation flaws - a phonetic defect; speech defects caused by a violation of the structure and mobility of the speech apparatus (dysarthria, rhinolalia); impaired reading and writing due to general, phonetic-phonemic, phonemic underdevelopment of speech).

First of all, students who have a violation in the development of oral and written speech, which prevent their successful development of general educational programs (children with general phonetic-phonemic and phonemic underdevelopment of speech) are enrolled in the logopoint.

Admission to the logopoint is carried out on the basis of a speech examination of students, which are held from September 1 to 15 and from May 15 to 30. Regular classes at the speech therapy center are held from September 16 to May 15. The maximum occupancy of the logopoint of an urban general educational institution is no more than 25 people, a rural general educational institution is no more than 20 people.

The teaching load of a speech therapist teacher is 20 academic hours per week.

For each student enrolled in the speech center, the speech therapist fills out a speech card. After the violation in the development of oral and written speech is eliminated, the student is released from the speech therapy center.

Classes with students are conducted both individually and in a group. The main form is group classes, as a rule they are held outside school hours. The frequency of classes is determined by the severity of the violation of speech development. The duration of group lessons is 40 minutes, the duration of individual lessons is 20 minutes. Topics of classes and attendance records are kept in the journal speech therapy classes.

Logopedic program must include:

word work;

work on the proposal;

formation of coherent speech;

work on the slogo-rhythmic structure of the word;

work on sound-letter analysis and synthesis;

development of program, grammatical topics.

To successfully achieve the intended goals, a school speech therapist must navigate a wide range of issues related to the development of the child's body, the patterns of formation of higher mental functions, and behavioral patterns in the children's team. He must be familiar with the primary school curricula, which he must take into account when planning the remedial process. Undoubtedly, when working at a speech center, a close and systematic relationship with parents and teachers is necessary to achieve a stable end result in speech therapy work with younger students. To do this, the teacher-speech therapist provides advisory assistance to teachers and parents of students, gives them recommendations.

For a speech therapy center, an office is allocated with an area that meets sanitary and hygienic standards, and is also provided with special equipment.

With a targeted corrective and speech therapy impact, the symptoms of speech disorders are smoothed out and disappear, which helps to improve the academic performance of children.

2.2 Examination of the written speech of children in grade 2

Manifestations of different types of dysgraphia and its causality in primary school students are studied primarily in the process of individual examination of children. The causation of dysgraphia is considered from the point of view of the formation in the child of those operations that are necessary for mastering literacy, that is, the phonetic principle of writing.

During the survey, in addition to studying school notebooks, children were asked to complete written assignments in the presence of a speech therapist in order to be able to see the process of their implementation and the degree of difficulties and hesitations the child had. This moment of the survey is especially important, since in most cases there is a pronounced difference in the quality of the students' performance of class and homework. The latter are not only more accurate in their design, but also contain significantly fewer dysgraphic and other errors, which is explained by the unlimited time for their implementation and help from parents.

R.I. Lalayeva on the examination of the written speech of students of the second grades of a comprehensive school.

The main tasks of examining a child with dysgraphia are, firstly, to distinguish dysgraphia from ordinary grammatical errors and, secondly, to determine the type of dysgraphia. The latter is necessary to select appropriate ways of corrective action. The examination of schoolchildren is carried out in two stages. At the first stage (preliminary), the task is to identify children suffering from a violation of written speech. To do this, the speech therapist analyzes the children's notebooks, offers them various types of written work (copying, dictations, presentations).

At the second stage, a special examination of children is carried out. The task of this stage is the differential diagnosis of writing disorders: the definition of symptoms, mechanisms and types of dysgraphia, as well as the degree of their severity.

Examination scheme for students of the 2nd grade of a mass school suffering from a violation of written speech.

Personal data

Last name, first name.

School, class.

Nationality, mother tongue, what language is spoken in the family.

Coming or living in a boarding school.

Data on the presence of neuro-psychic somatic diseases, speech disorders, especially dyslexia or dysgraphia in parents and relatives.

The course of pregnancy in the mother in the first and second half. To identify whether there were any injuries, Rh - conflict, exposure to chemical, physical (especially radiation) factors, infectious diseases, symptoms of threatened miscarriage.

The course of labor in the mother, the use of stimulation during childbirth, the duration of labor.

The state of the child at the time of birth. The presence of injuries during childbirth. When he screamed. Presence of birth defects. Weight and height of the child at birth. When brought to feed, as sucked.

Data on the somatic, neuropsychic and psychomotor development of the child.

Data on the development of the child's speech: the time of the appearance of cooing, babbling, the nature of babbling, the time of the appearance of the first words, phrasal speech. Did the child have violations of the syllabic structure of the word, agrammatisms. What sounds were pronounced incorrectly for a long time, the nature of the incorrect pronunciation of sounds. Has the violation been corrected? During what period, its result. Characteristic features of understanding the speech of others.

Sound state.

Determine the nature of the violation of the pronunciation of speech sounds (absence, replacement, mixing), defective articulation in different conditions:

with isolated pronunciation of sounds;

in syllables: open, closed, simple and with a confluence of consonants.

at the beginning, middle, end of a word.

in phrases.

in the text.

In the process of studying sound pronunciation, plot pictures, syllables, words, sentences, poems, tongue twisters, texts are used, including the sound whose pronunciation is being studied.

Since the pronunciation of articulatory complex sounds is disturbed in students of a mass school, they first of all study the pronunciation of the sounds C, C`, Z, Z`, C, Sh, Zh, Shch, Ch, L, L`, R, R`. The result of the study of sound pronunciation is entered in table 1.

Table 1

The absence of sound is indicated in the table by a dash. In the case of replacement of sounds, a sound is recorded - a substitute. In case of sound distortion, the nature of the distortion is abbreviated: m / s - interdental pronunciation, p / s - dental, g / s - labio-tooth, side. - lateral, uv. - uvular, led. velar, spike. - hissing, g / glabno0 labial, etc.

Study of the ability to reproduce the sound structure of a word

It is proposed to name pictures or repeat words of various sound-syllabic structures:

For example: cheese, snow, horns, state, electric train, policeman, cosmonaut, cleaner etc.

Anatomical structure of the articulatory apparatus

To note the presence and nature of the existing anomalies in the anatomical structure of the peripheral part of the articulatory apparatus:

jaws (defects of the upper, lower jaw);

the ratio of the upper and lower jaw, i.e. bite defects.

teeth (double or missing teeth, very small teeth, etc.)

hard palate

soft palate

lips (excessively thick lips, scarring, short upper lip).

Features of manual and speech motor skills

Study of the state of manual motor skills (especially fingers), digital gnosopraxis.

Definition of the leading hand, foot, eye.

Performing Head's test: "Show your left ear with your right hand", "Show your right ear with your left hand", it is also suggested to show the right and left parts of the body of a person sitting opposite.

Optical-kinesthetic organization of movements (posture praxis test).

Tasks: connect 1 and 2 fingers in the form of a ring. Draw out fingers 2 and 3, then fingers 2 and 5. Finger picking.

The study of speech motor skills.

Determine the features of the movements of the lower jaw, lips, tongue, soft palate according to the following parameters:

the presence or absence of movement;

tone (normal tension, sluggish, overly tense);

activity of movements (normal activity, lethargy, disinhibition);

accuracy of movements;

the duration of the movements, i.e. the ability to keep the organs of the articulatory apparatus in a given position for a certain time;

switchability of movements;

pace of movement;

Replacing one movement with another;

the presence of synkinesis, additional, superfluous, convulsive movements.

It is necessary to examine the possibility of performing isolated movements and their series, imitation movements, verbal instructions.

Features of the dynamic side of speech

pace and rhythm of speech;

the use of verbal and logical stresses;

the use of the main types of intonation, their shades;

expressiveness of speech;

Study of auditory function and speech perception

The state of biological hearing (according to the medical record).

The state of speech perception.

Study of phonemic perception

(differentiation of phonemes)

Determine the child's ability to differentiate sounds according to oppositions: sonority - deafness, hardness - softness, whistling - hissing, etc.

The task asks to repeat a series of syllables; show a picture for words - quasi-homonyms ( goat - braid); come up with a sentence with such words;

The study of language analysis and synthesis.

Word sentence analysis.

Determine the number, sequence and place of words in a sentence.

Syllabic analysis and synthesis.

Determine the number of syllables in a word.

Phonemic analysis.

The state of simple and complex forms of phonemic analysis is investigated.

A. highlighting the sound against the background of the word.

B. selection of the first sound from the word.

B. Extraction of the last sound from a word.

D. Determining the place of sound (beginning, end, middle) in a word.

D. Determining the number of sounds in a word.

E. determining the place of a sound in relation to other sounds of a word.

phonemic synthesis.

Name a single word pronounced with pauses after each sound

(h - a - s).

phonemic representations.

Determine the ability to carry out phonemic analysis of words mentally, based on ideas.

For example, come up with a word that has the sound "sh".

Vocabulary research

Characteristics of the passive dictionary. The child is invited to name the object, action, color, shape of objects in the picture.

Study of the grammatical structure of speech

Characteristics of the proposals used.

The state of inflection.

The state of word formation.

Study of visuo-spatial functions

Data taken from the medical record

The state of visuo-spatial functions

A. definition of the leading hand, right and left parts of the body.

A finger interlacing test is used. Trial for applause.

Trial "Napoleon's pose". a comparison of the width of the nails of the fingers (little finger) is also used.

B. Orientation in the surrounding space.

B. Performing the Head test (show the left ear with the right hand)

D. Drawing up a split picture.

E. construction of figures from sticks.

The state of speech-visual functions.

The study is carried out on the basis of an album of optical samples developed by the staff of the Department of Speech Therapy of the Russian State Pedagogical University. A.I. Herzen based on the research of B.G. Anan'eva, A.R. Luria, E.P. Kok and others.

knowledge of letters

recognition of letters in difficult conditions

the ability to reproduce isolated letters (Appendix 2)

The ability to construct printed and handwritten letters from their constituent elements.

Whether the defect was corrected and its result

Logopedic conclusion

The degree of violation of written speech.

The nature of the violation of written speech.

Based on the analysis of written works of students of the 2nd grade of the public school:

It is necessary to determine the severity of dysgraphia (severe, moderate, mild);

Systematize errors in the written work of children;

Name dysgraphic and dysorphographic errors, explain what is their difference;

Highlight graphical errors in the work.

Identify errors associated with a violation of phonemic perception (auditory differentiation);

Name the errors associated with a violation of the analysis of the sentence into words, syllabic analysis, phonemic analysis;

Indicate agrammatisms in writing; indicate the expected forms of dysgraphia based on the context of the identified errors, argue the proposals.

Based on the analysis of the speech charts of the examination of schoolchildren, a speech therapy conclusion is made.

2.3 The work of a speech therapist teacher to eliminate dysgraphic errors in younger students in a school speech center

The work of a teacher - a speech therapist should be built taking into account all the basic principles: the pathogenetic principle (the principle of taking into account the mechanism of this violation), the principle of taking into account the "zone of proximal development" (according to L.S. Vygotsky), the principle of maximum reliance on polymodal afferentations, on the largest possible number of functional systems, on various analyzers, the principle of relying on the intact link of the disturbed mental function, the principle of taking into account the psychological structure of the writing process and the nature of the violation of speech activity, the principle of taking into account the symptoms and severity of disorders and writing, the principle of complexity, the principle of consistency, the principle of the activity approach, the principle of phased formation mental functions, ontogenetic principle.

The work of a speech therapist teacher is built depending on the type of dysgraphia. Acoustic dysgraphia is the most common. It is described under different names by almost all authors. At acoustic dysgraphia is a violation of auditory differentiation . The pronunciation of sounds in children is usually normal. This is due to the fact that a finer auditory differentiation is needed to isolate a phoneme and correct writing than for oral speech. Children with this form of dysgraphia find it difficult to hear the sound composition of a word. They are poorly oriented in the sound of words, the sounds of speech are confused, merge with each other in words, and the words themselves often merge with each other. Hearing speech is poorly perceived. And for correct writing, a fine auditory differentiation of sounds is necessary, an analysis of all acoustic semantic distinguishing features of sound. In the process of writing, in order to correctly distinguish and select a phoneme, a subtle analysis of all the acoustic features of sound is necessary, and this analysis is carried out internally, on the basis of trace activity, according to representation. Sometimes, in children with this form of dysgraphia, there is an inaccuracy in the kinesthetic images of sounds, which prevents the correct choice of the phoneme and its correlation with the letter. Phonemic dysgraphia is manifested in writing in the substitutions of letters corresponding to phonetically close sounds. The child writes not what he is told, but what he heard. The word "brush" is written as "rosary".

In children with this form of dysgraphia, the following substitutions or mixtures of letters occur according to acoustic and articulatory similarity:

voiced deaf consonants (B - P, V - F, G - K, D - T, 3 - C, F - W);

labialized vowels (O - U, Yo - Yu);

sonoras (L, M, N, R, Y);

whistling and hissing sounds (C - W, 3 - F, C - W);

affricates, which in turn are mixed between the gseba and their constituent components (Ch - Shch, Ch - C, Ch - Th, C - T, C - C, Ch - W, C - TS).

We reviewed the methodology of E.V. Mazanova on speech therapy work with acoustic dysgraphia.

Corrective work is carried out in three stages.

I. Preparatory.

P. Basic.

III. Final.

The main tasks and directions of work of the preparatory stage.

1. Development of auditory and visual attention.

2. Development of auditory differentiations.

3. Development of phonemic perception.

4. Clarification of the articulation of sounds in the auditory and pronunciation terms. If necessary, the sound pronunciation is corrected.

The main tasks and areas of work of the main stage.

1. Development of auditory and visual attention,

2. Development of phonemic analysis and synthesis.

3. Development of auditory differentiations (differentiation of oppositional sounds is carried out at the level of syllable, word, phrase, sentence and text).

The main tasks and areas of work of the final stage.

1. Consolidation of acquired knowledge,

2. Transfer of acquired skills and knowledge to other activities.

Education is built taking into account speech ontogenesis, individual and age characteristics of children, consistency and consistency in the presentation of linguistic material, complexity in overcoming the identified violations of written speech.

The main objectives of correctional education for children with acoustic form of dysgraphia are as follows.

1. Development of phonemic perception.

2. Teaching simple and complex forms of sound-letter analysis and synthesis of words.

3. Clarification and comparison of sounds in the pronunciation plan based on auditory and visual perception, as well as on tactile and kinesthetic sensations.

4. Isolation of certain sounds at the level of a syllable, word, phrase, sentence and text.

5. Determining the position of a sound in relation to others.

Abstracts of frontal speech therapy classes are based on modern requirements in defectology, which apply to all types of frontal (group) and subgroup classes:

the theme and purpose of the lesson permeates all stages of work;

maximum saturation of classes with studied sounds, lexical and grammatical material;

in the classroom, educational and game methods of work are combined;

systematic work is carried out to develop memory, thinking, attention, perception;

there is a constant sound-letter analysis and synthesis on the material of correctly pronounced speech sounds.

In parallel, work is underway to enrich the dictionary and develop the grammatical structure of speech; development of coherent speech; strengthening reading and writing skills. In the process of work, children master the analysis of more and more complex words. They learn to listen to the sounds of speech, compare words according to sound patterns, find similarities and differences in them.

To overcome this type of dysgraphia, there is the only reliable way - the education of a clear auditory differentiation of sounds that are not audible. Until this is achieved, the child will continue to write at random. Therefore, it is necessary by any means to bring to his consciousness the difference in the sound of sounds by emphasizing it as brightly as possible.

The albums of E.V. Mazanova "Learning not to confuse sounds", which contain exercises for the correction of acoustic dysgraphia.

The materials offered in the album will help the child expand the amount of attention, memory, develop vocabulary and grammatical structure of speech. Tasks for the sound analysis of words are combined with games for the differentiation of mixed sounds. This enables the child to practice the formation of various parts of speech, observe the alternation of vowels in the roots of words, train in the formation of different forms of the word, etc. All this expands the language experience of students, prepares them for the study of subsequent grammatical topics.

Classes to eliminate dysgraphia in younger schoolchildren in the conditions of a speech center are conducted both individually and in groups.

Group classes (for 5-6 people) are held 2 times a week from September 15 to May 31 (the option of being included in a group during the year is possible, subject to availability). Individual lessons are held 1-2 times a week (minimum 2 months).

Speech therapist conducts group (5-6 people) and individual sessions for dysgraphia correction.

After each lesson, children are asked to do homework to reinforce what they have learned.

Conclusion

Writing disorders (dysgraphia) in children have been studied for a long time, but even today it is one of the most actual problems speech therapy, because writing disorders are one of the most common forms of speech pathology in younger students. Writing disorders affect the entire learning process and speech development of children, as well as in the formation of a number of non-speech functions (the process of lateralization, spatial and temporal orientations, motor functions of the hand, auditory-motor coordination). The timely detection of these disorders, the exact determination of their pathogenesis in each individual case, the delimitation of dysgraphia from writing errors of a different nature is extremely important for building speech therapy work with children.

An analysis of the literature has shown that a systematic organized work on the development of written speech of younger schoolchildren, it can form all communicative and speech skills in students.

The main task of a school speech therapist is to identify and overcome writing disorders in a timely manner, preventing their transition to subsequent stages of education, which complicates the educational and cognitive activity of students. plays an important role in the prevention of writing disorders teamwork speech pathologist and class teacher.

Summing up the results of the work, it should be noted that dysgraphia, according to many authors, is due to the conditions of life and education of the child. Therefore, the emergence in recent years of a trend towards an increase in writing disorders in children can be stopped by using pedagogical methods. Pedagogy, speech therapy, medicine should together provide the necessary correctional base for prevention and correction speech errors on a letter from junior schoolchildren of secondary schools.

Based on the data obtained, the following conclusions were made:

1. Understanding the mechanisms of dysgraphia and its effective correction require a psychological and pedagogical study of specific writing errors, features of oral speech, as well as a neuropsychological analysis of other mental functions of schoolchildren.

2. Younger schoolchildren with dysgraphia in terms of the nature of writing disorders, the characteristics of oral speech and other mental functions represent a heterogeneous group.

3. An integrated (psychological-pedagogical and neuropsychological) approach to the analysis of dysgraphia in children makes it possible to detect a regular relationship between specific writing errors, features of oral speech and other mental functions.

Ideally, preventive work with children should be dealt with before they enter the first grade, but in the current situation in our country, at the moment, not all children have the opportunity to attend kindergartens, due to their shortage. Parents often do not have the appropriate knowledge, so the burden of preventing dysgraphia often falls on the shoulders of a school speech therapist.

Thus, the methods of Lalaeva R.I., Venediktova L.V. , I.N. Sadovnikova, E.V. Mazanova work effectively and help to identify and overcome writing disorders in a timely manner, preventing their transition, which complicates the educational and cognitive activity of students, to the subsequent stages of education. Thanks to corrective work at the school speech center, it is possible to achieve positive dynamics in the correction of dysgraphia in primary school students.

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Application

Lesson 1

Topic: Differentiation of sounds B - B '.

Goals and objectives: to introduce children to the consonants B - B '; learn to give a comparative description of these sounds; develop phonemic awareness logical thinking, phonemic analysis and synthesis skills, motor-visual coordination, auditory attention; enrich and refine the vocabulary on the topic "Sea".

Equipment: travel map on the board; subject demonstration pictures depicting a captain, ship, sailors; manual "Mysterious letter"; riddle cards; toys in a chest; a map of Treasure Island with a labyrinth (for each child); letter B (writing on the board); dotted cards.

Lesson progress:

I . Orgmoment

1. Development of ideas about sea travel and clarification of the dictionary.

Defectologist: Today we are going on an unusual journey. It will be a sea voyage. What do you think is necessary for such a journey? ( Ship, food, equipment. .)

And who will be in charge? ( Captain)

And who will be his assistant? ( Boatswain)

Who will feed the team? ( Cook)

What can I take from food (do not forget about the sounds of the activity)? ( Jam, waffles, grapes, water. .)

Defectologist: Well done! The team is ready, food is collected, equipment is packed. You can hit the road! Let's define now the purpose of our journey. Tell me, what can you go for on a ship? ( Explore distant countries, look for unknown marine animals, fish, algae. .) Of course, everything you suggested is very interesting. But the real purpose of our journey will be known when you read the text of an old map that accidentally came to us.

The defectologist puts an image of an old map on the board.

Defectologist: Read what is written here.

Text: Treasures are hidden on Treasure Island.

2. Acquaintance with the sounds of the lesson.

Defectologist: Aren't you afraid to go on a dangerous journey? Then go! Look, our ship has been anchored in the port for so long that it cannot move on its own. Let's exercise our lungs and blow hard enough to move the ship.

The game "The blizzard howls" (children exhale air in jerks and pronounce the sound B - B ').

Defectologist: Today in the lesson we will practice listening to sounds and distinguish between B - B 'between ourselves.

3. Formulate the topic of the lesson and write it on the board.

II . Main part

1. Comparative characteristics of the studied sounds.

Defectologist: The wind drives our ship forward. You blew him up nicely. The path is far. Let's take a closer look at the sounds B - B "and compare them with each other.

B - consonant, voiced, solid, in writing we denote it with a blue unfilled circle, it corresponds to a blue bell.

В '- consonant, sonorous, soft, in writing we denote it with a green unfilled circle, it corresponds to a green bell.

2. Development of sound analysis skills.

Defectologist: Here is an island on the way. Let's join him and get some rest. Maybe we can replenish our food and water supplies? Before us is an ancient and mysterious city. Unusual inhabitants live in this city - these are different sounds. They are in a hurry to get to know us. Listen to their "names" and try to raise the bell correctly: if you hear a hard sound - blue, if soft - green.

Sounds: V, Vb, Fb, N, Vb, V, Fb, Zh, G, V, Vb.

Syllables: you, va, vie, ov, vo, ev, wu, ve.

Words: branch, grapes, Valya, cotton wool, new, wreath, carpet.

3. Development of hand-eye coordination.

Defectologist: So we replenished our food and water supplies, made a fascinating tour of the ancient city, and rested. It's time to say goodbye to the inhabitants of the island and sail on. The townspeople came to see us off, they brought gifts.

Circle the images of objects along the contour, without taking your hands off the sheet, and name what is shown in the pictures.

Dotted images: grapes, cherries, beets, vase, roly-poly, pumpkin.

4. Development of logical thinking.

Defectologist: Look, we didn’t have time to move away from the island, as someone’s ship catches up with us. A black flag flies above. Those are pirates! Need to be saved!

Take apart the riddle cards as soon as possible, read them aloud, and we will try to solve the riddles together. Maybe then the pirates will fall behind?

In calm weather, we are nowhere.

The wind blows - we run on the water.

(waves)

I work in the locker room.

I keep my coat on weight.

(Hanger)

Passes through the nose to the chest

They go to the river - they sing sonorous songs,

And it's on its way back.

And they go back - tears are poured. ( Buckets)

He's invisible, but still

We cannot live without it. ( Air)

5. Development of auditory memory.

Defectologist: Remember the answers and write them down ( writing on the board) indicate the presence of the studied sounds in the words.

6. Physical Minute.

Defectologist: Pirates are far behind. The danger has passed. Sounds B - B ' invite you to learn fun exercises.

We all exercise

One, two, three, four, five.

Hands up, then to the waist

One, two, three, four, five.

On toes and heels

One, two, three, four, five.

This is how we recharge

One, two, three, four, five.

7. Activation of the dictionary for the sounds B - B '.

Defectologist: We did not notice how our ship landed on a desert island.

Let's get a map and try to find the treasure.

Pick up words in the empty cells of the labyrinth that have the sounds B - B '. Write the letters in the cells.

Summary of the lesson

Defectologist: This is the place where the treasures are buried. Let's dig them out. How can this be done? ( shovel, stick)

The defectologist takes out a toy chest with small figures of animals, birds, toys, in the name of which there are sounds of the lesson. Children receive a toy, determine the sound of the lesson, give this sound a characteristic.

Topic: Differentiation of sounds B - B 'in phrases, sentences and text.

Goals and objectives: to consolidate knowledge about the sounds B - B '; learn to differentiate the sounds B - B 'in words, phrases, sentences and text; teach the grammatical design of the sentence; develop higher mental processes; train in establishing associative relationships.

Equipment: table of numbers and letters; individual cards; letter B (writing on the board); symbols for the sounds B - B '; split pictures; subject pictures; text at the choice of the defectologist.

Lesson 2

Lesson progress:

I . Organizational moment.

1. Development of logical thinking.

Defectologist: Look at the table and make up words using hint cards.

Recording on cards: 1070 ( cotton wool), 1427 (screw), 1893 (wolf), 16243 (broom).

2. Formulate the topic of the lesson and write it on the board.

3. Correlation of sounds with a letter and symbols for designation in writing.

II . Main part

1. Development of visual perception and logical thinking.

Defectologist: Collect the picture and name the object.

Pictures: diver, gardener, rope, branch, peacock, pumpkin.

2. Differentiation B - B 'in words.

Defectologist: Divide the words from the previous task into two columns, distributing them to Winnie the Pooh ( rope, branch) and wolf ( pumpkin, peacock, diver, gardener).

What words can be combined into one group? Why? ( Gardener, diver. These are professions

3. Work on the grammatical design of sentences.

Defectologist: Using the pictures, complete the sentences and write them down ( writing on the board) under dictation.

Growing in the garden...

In the garden by the old apple tree, a broken...

At the zoo we saw a handsome and tall...

Our roses are cared for by an attentive...

4. Fizminutka "We draw with our eyes."

Defectologist: "Draw" first a circle with your right eye, covering your left, and then vice versa. Repeat the same thing, imagining drawing the number 6.

5. The development of auditory memory.

Defectologist: Listen to a fairy tale ( text at the choice of the defectologist) and try to remember it. Retell the story from memory. Try to remember from the text the words with the sounds of the lesson. Give them a description. Write down these words.

III . Summary of the lesson

Defectologist: Read the words that you wrote on the board in the following order: first with a soft consonant, and then with a hard one.

Primary school students often suffer from a speech therapy disease - dysgraphia. It is characterized by some types of writing disorders: children write as they say, skip letters, change endings. In fact, this is a very serious problem. If you do not pay attention to its solution, the child may develop an inferiority complex. Peers at school will make fun of him, which will lead to a loss of self-confidence. Therefore, dysgraphia in younger students (correction, exercises and prevention will be presented below) should become an important topic for discussion among parents.

Reasons for the appearance

Scientists have not yet identified the exact causes of this disease. This issue has not yet been fully studied, but most experts agree that the basis for the development of the disease is heredity. Causes of dysgraphia in younger students:

Heredity. As already noted, this is the main reason for the appearance of the disease. Children accept immaturity of the brain in certain areas from their parents. Because of this, there is a delay in the development of some functions.
functional sources. This refers to various bodily diseases. For this reason, there is a violation of psychoverbal development, and the child loses the ability to read and write. should be aimed primarily at eliminating the causes of the disease.
Underdevelopment of the brain. Any injury or damage can cause dysgraphia. Moreover, brain damage could occur as a result of pathologies during pregnancy, asphyxia, or exposure to infection.
Socio-psychological influence. Of course, this factor should not be forgotten. This disease in children can develop due to the incorrect speech of the surrounding people, lack of communication, as well as inattention to the writing and reading of the child by the parents.

in younger students

Isolation of the forms of the disease will help parents to correctly apply the exercises recommended by speech therapists. You need to know that there are three main types of this disease:

Acoustic. This form of dysgraphia appears as a result of impaired development of speech hearing. That is, the child is not able to perceive sounds correctly. Because of this, writing suffers, children unconsciously change letters in words, because they hear it that way. Similar sounds are mixed and often confused, for example b-p, z-zh, s-sh and others. Acoustic dysgraphia affects the softness of consonants in writing ( loves - loves). Also, the child often skips letters. Correction of acoustic dysgraphia in younger students is carried out with the help of exercises aimed at improving the auditory space.
Motor. This problem manifests itself in the form of incorrect hand movements during writing. In this case, the child can perform other actions. Violation of the combination of visual and sound images is usually the cause of the motor form of the disease. Correction of dysgraphia in younger students of this type is aimed at completely getting rid of this disease. As a result, the child will be able to write and match images correctly.
Optic. Dysgraphia of this type is manifested in violation of visual functions. Children cannot correctly display letters, which is expressed in mirror writing, replacement or mixing of various elements. In most cases, there is a permutation of similar letters ( t-p). A manifestation of this disease is mirror writing from left to right in left-handers with certain brain disorders. Optical dysgraphia in younger schoolchildren (correction, exercises are covered in the article) is an important problem in the modern world. Visual impairment is not uncommon. Therefore, special attention must be paid to this issue. in younger schoolchildren, they allow concretizing treatment in a certain situation.

How can dysgraphia be detected?

If parents suspect the possibility of developing this disease, it is necessary to undergo an examination by a neurologist or ophthalmologist. The level of speech growth is checked by a speech therapist. The main thing is to correctly determine whether the child has dysgraphia or is it just a banal ignorance of spelling norms.

The presence of dysgraphia includes:

Verification of oral speech. Particular attention should be paid to this aspect, especially the pronunciation of sounds, vocabulary, and the correct construction of sentences.
Evaluation of written language. After the first step, you need to check the letter. To do this, the child is asked to perform certain tasks. Most often, this is rewriting the text, conducting a dictation and reading by letter and syllable. Based on the results of these exercises, the degree of development of written speech is determined.
The study of hearing and vision of the child. As well as monitoring the state of manual and speech motor skills.

Prevention of dysgraphia in younger students is very important. Tasks for identifying this disease may be different. The most commonly used method is to determine phonemic abilities. Such exercises allow the child to demonstrate their skills:

distinguish a specific sound in words;
select pictures, the name of which begins with the same sound;
repeat several syllables in a row after the teacher;
hear mispronunciations and point out mistakes.

If the child is very young and does not go to school yet, he may also develop dysgraphia. You can check this in the drawings of the baby. Children who love to draw and do it often are practically not affected by this disease. If the child does not like to do this, and all his pictures consist of broken or trembling lines, there is a high probability of developing dysgraphia.

Ways to correct the disease

Dysgraphia in younger students (correction, exercises and treatment will help to cope with the problem) is urgent. As soon as the problem is identified, it is immediately necessary to start classes. In the case of the development of a disease with a child, a speech therapist and a psychologist should be engaged.

The program for the correction of dysgraphia in younger students is determined depending on the form of the disease. Parents should take this problem seriously and follow the recommendations of specialists. An excellent option would be to transfer the child to a speech therapy school, but not in every city it exists. Most often, parents need to take care of their children themselves.

Correction of dysgraphia in younger students is carried out in the following ways:

conducting classes to improve memory;
increase in vocabulary;
spelling memorization;
written assignments of a different nature;
rehabilitation in the form of massage, taking sedatives if necessary.

Stages of therapy

The elimination of dysgraphia in younger students is carried out in four steps:

Diagnostics. Here you should often conduct various dictations to check existing level grammar. The results obtained should be analyzed and the first conclusions drawn.
Training. Here they pay attention to the development of memory, thinking, as well as fine motor skills. It is very important to reveal an understanding of spatial relationships.
Correction. From this stage, the treatment of existing deviations begins directly. All work is aimed at three aspects: grammatical, lexical and phonetic. The goal is to correct violations, normalize the process of writing and reading.
Grade. The final step, at which all the results are checked, the last recommendations are given to parents.

Effective methods for correcting dysgraphia

The most effective ways to correct the disease will be discussed in more detail here:

word model. This exercise looks like this: the child is given a picture on which an object and a word scheme are drawn. The task of the student is to name the object, and then pronounce all the sounds of the word in order. Then match each sound with a letter and write the whole word.
Ebbigaus method. The student receives a sheet with words in which letters are missing. He needs to insert the missing letters and rewrite the whole word completely.
and letters. The child is given a picture with the image of a certain object. He needs to name this thing and write the word. Then put the stress, divide into syllables and pronounce them aloud. Each sound must be separated and emphasized with the appropriate color. Then you need to compare their number with the number of letters.
Correction of errors. Here everyone gets a few words with intentionally made mistakes. The task of the student is to correct this and rewrite the words in the correct version.

The most common speech therapy disease is dysgraphia in younger students. Correction, exercises that contribute to its treatment are offered to your attention below.

Task "Write aloud"

This is probably one of the most effective exercises. It cannot be replaced by anything, the essence lies in speaking aloud what is written with the obligatory allocation of weak parts. This must be done slowly, clearly pronouncing each letter. For example: cow gives milk.

The exercise is aimed at increasing the level of literacy. Weak beats are sounds that are not given attention in fluent speech, and they are pronounced incorrectly. An important point is the pronunciation of the word to the end, the selection of endings. Children with dysgraphia can very rarely write a full word. Often at the end they put sticks that can be mistaken for letters. However, the number of these lines does not correspond to the number of letters that should be in this word.

With the help of this task, the correction of acoustic dysgraphia in younger students is carried out. Exercises aimed at treating the disease are quite diverse. But fundamental is "Write aloud." It is necessary to teach the child to pronounce each written word, and then the result will not be long in coming.

Exercise "Corrector"

To complete this task, you will need a boring text or a complex book. The point is that the child is not interested in reading. The only requirement is large letters to distinguish what is written. First you need to choose an easy letter (usually a vowel) that the child knows and does not make mistakes in writing it, for example, “a”. The task of the student will be to find mentions of this letter and cross it out.

Then you should move on to a more difficult stage. You can increase the number of letters, it is advisable to choose similar in spelling, for example, “l” and “m”. Understanding what exactly causes difficulties in a child is very simple. It is necessary to conduct a dictation, in the process of writing which the student will make certain mistakes. Based on these errors, one can weak sides in grammar.

Correction of optical dysgraphia in younger students is carried out with the help of this exercise. It is very effective, because you need to strain not only the brain, but also the eyes. It must be emphasized that the text should not arouse interest in the child. He does not need to read, but to find the shape of the letter.

Exercise "Find and explain"

To complete this task, you will need several dictations written by a child. He must explain every comma placed in a particular sentence. If he does not have enough knowledge, you need to tell the student the rules along the way. It is even better if the teacher pushes the student to the correct answer so that he guesses and can formulate his decision.

When doing the exercise, it is important to remember that you can not overload the child. From each dictation, it is recommended to parse five or six sentences. The correct answer must be repeated several times. For example, a comma between the noun "sun" and the pronoun "we" separates parts of a complex sentence. It should be noted that after each dictation, it is necessary to work on the mistakes.

As part of this task, the correction of acoustic dysgraphia in younger students is carried out. The "Find and Explain" and "Write Aloud" exercises are the most effective for solving this problem.

Tasks "Labyrinth" and "Find the missing letter"

These two exercises are quite popular and most of parents use them in developing the abilities of the child. They are also useful for correcting dysgraphia.

"Labyrinth" perfectly develops large motor skills of children. Currently, there are a huge number of different collections where you can find great puzzles. Labyrinths, if desired, can be drawn by the parents themselves. The main task of the child is to trace with a finger or pen from the beginning of intricate moves to the end. The organization of prevention and correction of dysgraphia in younger students can be based on this exercise. It is the simplest and most versatile.

The exercise "Find the missing letter" is aimed at To complete it, you need the source text, where everything is in its place. Then, in the same material, you need to remove the letters, leaving gaps in their place. The task of the student is to fill in the missing elements. You should not remove the source text, as the child needs to be based on something.

When searching for material, one must take into account the fact that it should interest the student. In this case, the task will turn into a game. AT recent times dysgraphia is becoming more and more common among younger students. Correction, exercises and prevention of this disease are simply necessary to protect the child from unpleasant consequences.

Handwriting correction

The fact is that for a child with dysgraphia, handwriting causes a certain difficulty. Usually such children write either very small or extremely large. Sweeping in handwriting is not a negative phenomenon; you should not scold a child for this.

In order to teach a student to write correctly, it will take about three weeks. First you need to purchase a notebook in a cage and ask to reproduce the text on paper. The letter should not go beyond the cell - the main rule. You need to follow this and support the child in every possible way.

You can not overload children, a few correctly written lines a day is an excellent result. Even if the parents are tired of working with the child, it is strictly forbidden to show it, and even more so to raise the tone. As writing utensils, it is recommended to use pens with a ribbed surface, as well as pencils in the form of a triangle.

At home, you can play with your child by giving a pen and ink to your hands. Then he will try to write correctly so as not to spoil the game.

Many experts in this field highlight the following provisions:

Methods for correcting dysgraphia are quite diverse, but equally effective. Parents should take care of their children, because the future of the child depends on it.
Completing tasks requires perseverance and patience. In addition, the exercises should be carried out regularly, at least an hour a day.
If a specialist has given a large amount of information for processing, then the text must be divided into several parts. This will make it easier for both the child and the adult. Overwork should not be allowed, as this will lead to whims and a decrease in efficiency.
The most common mistake is rewriting homework multiple times. Parents should not force their children to do this, because it will not lead to anything good. On the contrary, the child will make a large number of mistakes, which will lead to unwillingness to study.
Support is very important, even in the smallest situation. Did the child complete the task? You need to praise him, but in moderation. In this matter, delicacy will be required, one cannot overdo it here. Never humiliate a child for failure. Moreover, it is forbidden to invent offensive nicknames. This negatively affects the child's psyche.

Prevention

Prevention of dysgraphia in younger students can be expressed in impaired auditory recognition speech sounds. From the age of 3, it is necessary to constantly check this point. If a child of this age has problems, they can be easily solved with regular exercise.

Recently, teaching children has become very popular. foreign language(most often English) from 3-4 years. Children at this age perfectly memorize new information and perceive it easily. However, with the wrong approach to learning, a child may develop dysgraphia or dyslexia.

You should also pay attention to the correct pronunciation of words by adults. If parents repeat after their children, this can lead to certain problems. If a child speaks incorrectly, he must be taught immediately how to do it. Then he will remember better, and speech will develop faster.

The mechanism of reading and writing disorders are in many respects similar, therefore, there is much in common in the method of correctional and speech therapy work to eliminate them.

The development of phonemic education in the elimination of phonemic dyslexia, articulatory-acoustic dysgraphia and dysgraphia based on violations of phonemic recognition.

Speech therapy work to clarify and consolidate the differentiation of sounds is carried out based on various analyzers (speech-auditory, speech-motor, visual, etc.).

At the same time, it is taken into account that the improvement of auditory pronunciation differentiations is carried out more successfully if it is carried out in close connection with the development of phonemic analysis and synthesis. In the work on the differentiation of sounds, tasks for the development of phonemic analysis and synthesis are also used.

Speech therapy work on the differentiation of mixed sounds includes 2 stages: preliminary stage work on each of the mixed sounds; the stage of auditory and pronunciation differentiation of mixed sounds.

At stage I, the pronunciation and auditory image of each of the mixed sounds is successively specified. The work is carried out according to the following plan: clarification of the articulation and sounding of sound based on visual, auditory, tactile perception, kinesthetic sensations; highlighting it against the background of the syllable; determination of the presence and place in the word (beginning, middle, end); determining the place of a sound in relation to others (what is the number of sound, after which sound is pronounced, before which sound is heard in the word); extracting it from a sentence, text.

At stage II, the mixed sounds are compared in pronunciation and auditory terms. The differentiation of sounds is carried out in the same sequence as the work to clarify the auditory and pronunciation characteristics of each sound. However, the main goal is to distinguish them, so the speech material includes words with mixed sounds.

When eliminating dyslexia and dysgraphia, each of the sounds in the process of work is associated with a specific letter. When correcting dysgraphia, a large place is occupied by written exercises that reinforce the differentiation of sounds.

The elimination of articulatory-acoustic dysgraphia is preceded by work on the correction of violations of sound pronunciation. At the initial stages of work, it is recommended to exclude pronunciation, as it can cause errors in writing.

The development of language analysis and synthesis in the elimination of phonemic dyslexia and dysgraphia on the basis of a violation of language analysis and synthesis

The ability to determine the number, sequence and place of words in a sentence can be formed by performing the following tasks:

1. Come up with a sentence based on the plot picture and determine the number of words in it.

2. Come up with a sentence with a certain number of words.

3. Increase the number of words in a sentence.

4. Draw up a graphic diagram of this proposal and come up with a proposal for it.

5. Determine the place of the words in the sentence (what is the specified word).

6. Select a sentence from a text with a certain number of words.

7. Raise the number corresponding to the number of words of the presented sentence.

Development of syllabic analysis and synthesis

Work on the development of syllabic analysis and synthesis must begin with the use of auxiliary techniques, then it is carried out on the plane of loud speech and, finally, on the basis of auditory representations, on the inner plane.

When forming a syllabic analysis based on auxiliary means, it is proposed, for example, to clap or tap the word by syllables and name their number.

In the process of developing syllabic analysis in speech terms, emphasis is placed on the ability to distinguish vowel sounds in a word, to learn the basic rule of syllabic division: there are as many syllables in a word as there are vowel sounds. The reliance on vowel sounds in syllabic division makes it possible to eliminate and prevent such reading and writing errors as skipping vowels and adding vowels.

To form the ability to determine the syllabic composition of a word based on vowels, preliminary work is necessary to differentiate vowels and consonants and to isolate vowels from speech.

An idea is given about vowels and consonants, about the main features of their distinction (they differ in the way of articulation and sound). To consolidate, the following technique is used: the speech therapist calls the sounds, the children raise the red flag if the sound is a vowel, and blue if it is a consonant.

In the future, work is underway to isolate the vowel sound from the syllable and the word. To do this, one-syllable words are first proposed (oh, mustache, yes, on, house, chair, wolf). Children determine the vowel sound and its place in the word (beginning, middle, end of the word). You can use the graphic scheme of the word, depending on the place of the vowel sound in the word, a circle is placed at the beginning, in the middle, at the end of the scheme:

Then work is carried out on the material of two- and three-syllable words. Suggested assignments:

1. Name the vowels in the word. Words are selected, the pronunciation of which does not differ from the spelling (puddle, saw, crowbar, ditch).

2. Write down only the vowels of this word (windows -

3. Select vowel sounds, find the corresponding letters,

4. Lay out the pictures under a certain combination of vowels. For example, pictures are offered for two-syllable words: “hand”, “windows”, “frame”, “puddle”, “crust”, “slide”, “handle”, “bag”, “porridge”, “aster”, “moon ”, “cat”, “boat”. The following word patterns are recorded:

To consolidate syllabic analysis and synthesis, the following tasks are offered:

2. Determine the number of syllables in the named words. Raise the corresponding number.

3. Arrange the pictures in two rows depending on the number of syllables in their name. Pictures are offered, in the name of which there are 2 or 3 syllables (“cream”, “tomato”, “dog”).

4. Select the first syllable from the names of the pictures, write it down. Combine syllables into a word, sentence, read the resulting word or sentence. (For example: "beehive", "house", "car", "moon", "toad"), after highlighting the first syllables, a sentence is obtained: puddle at home.

5. Determine the missing syllable in a word using a picture: __ booz, ut __, lod __, ka __, ka __dash.

6. Make a word from syllables given in disorder (nok, chick, le, toch, las, ka).

7. Select from the sentence words consisting of a certain number of syllables.

Developmentphonemic analysis andsynthesis

The term "phonemic analysis" defines both elementary and complex forms of sound analysis. The elementary form includes the selection of sound against the background of the word. According to V. K. Orfinskaya, this form appears spontaneously in preschool children. A more complex form is the isolation of the first and last sound from the word and the determination of its place (beginning, middle, end of the word). The most difficult thing is to determine the sequence of sounds in a word, their number, place in relation to other sounds (after which sound, before which sound). This form of sound analysis appears only in the process of special training.

Speech therapy work on the development of phonemic analysis and synthesis should take into account the sequence of formation of these forms of sound analysis in ontogenesis.

In the process of developing elementary forms, it must be taken into account that the difficulties of isolating a sound depend on its nature, position in the word, and also on the pronunciation features of the sound range.

Stressed vowels from the beginning of a word stand out best (hive, stork). Slotted sounds, as longer ones, stand out more easily than explosive ones. Like vowels, they are more easily distinguished from the beginning of a word. The isolation of plosive sounds is more successful when they are at the end of a word.

A sound series of 2-3 vowels is analyzed better than a series of consonants and vowels. This is because each sound in the vowel series is pronounced almost identically to the isolated pronunciation. In addition, each sound in such a series represents a unit of the speech pronunciation flow, i.e., a syllable, and is also pronounced for a longer time.

In connection with these features, it is recommended to form the function of phonemic analysis and synthesis initially on the material of a series of vowels (ay, g / a), then a row-syllable (mind, on), then on the material of the word of two or more syllables.

When forming complex forms of phonemic analysis, it must be taken into account that any mental action goes through certain stages of formation, the main of which are the following: mastering the action based on materialization, in terms of loud speech, transferring it to the mental plane (according to P. Ya. Galperin).

Stage I - the formation of phonemic analysis and synthesis based on auxiliary means and actions.

The initial work is carried out based on auxiliary means: a graphical scheme of the word and chips. As the sounds are highlighted, the child fills the diagram with chips. The action that the student performs is a practical action to model the sequence of sounds in a word.

Stage II - the formation of the action of sound analysis in speech terms. The reliance on the materialization of the action is excluded, the formation of phonemic analysis is translated into a speech plan. The word is called, the first, second, third, etc. sounds are determined, their number is specified.

Stage III - the formation of the action of phonemic analysis in the mental plane. Students determine the number and sequence of sounds without naming the word and not perceiving it directly by ear, that is, on the basis of ideas.

Sample tasks:

1. Come up with words with 3, 4, 5 sounds.

2. Select pictures with 4 or 5 sounds in their names.

3. Raise the number corresponding to the number of sounds in name of the picture (pictures are not named).

4. Arrange the pictures in two rows depending on the number of sounds in the word.

The principle of complication is realized through the complication of the forms of phonemic analysis and speech material. In the process of forming sound analysis, it is necessary to take into account the phonetic difficulty of the word.

At the same time, written works are widely used.

Approximate types of work to consolidate the phonemic analysis of words:

1. Insert missing letters into words: vi.ka, di.van, ut.a, lu.a, b.nokl.

2. Find words in which the given sound would be in the first, second, third place (fur coat, ears, cat).

3. Compose words of various sound-syllabic structures from the letters of the split alphabet, for example: catfish, nose, frame, fur coat, cat, bank, table, wolf and etc.

4. Choose from sentences words with a certain number of sounds, verbally name them and write them down.

5. Add a different number of sounds to one and the same syllable to make a word:

Pa-(steam) pa- -(park) pa- - -(ferry) pa-----(sail)

6. Choose a word with a certain number of sounds.

7. Pick up words for each sound. The word is written on the board. For each letter, choose words that begin with the corresponding sound. Words are written in a certain sequence: first, words of 3 letters, then of 4, 5, 6 letters.

a pen

mouth Ulya hour cat Anya

rose corner bowl porridge stork

sleeve street cover crust aster

8. Convert words:

a) adding sound: mouth- mole, fur- laughter, wasps- braids; meadow- plow;

b) changing one sound of a word (chain of words): catfish- juice - bough- soup- dry- cox- rubbish- cheese- son- dream;

c) Rearranging sounds: saw- linden, stick- paw, doll- fist, hair- word.

9. What words can be formed from the letters of one word, for example: trunk (table, ox), nettle (park, willow, carp, steam, cancer, Ira)!

10. From the written word, form a chain of words in such a way that each subsequent word begins with the last sound of the previous word: house- poppy- cat- axe- hand.

11. Game with a cube. Children roll a die and come up with a word consisting of a certain number of sounds in accordance with the number of dots on the top face of the die.

12. The word is a riddle. The first letter of the word is written on the board, dots are put in place of the rest of the letters. If the word is not guessed, the second letter of the word is written, etc. For example: p...........

(curdled milk).

13. Make a graphic scheme of the proposal.

14. Name a word in which sounds are arranged in reverse order: nose- sleep, cat- current, trash- ros, top- sweat.

15. Write the letters in the circles. For example, enter the third letter of the following words into these circles: cancer, eyebrows, bag, grass, cheese (mosquito).

16. Solve the puzzle. Children are offered pictures; for example: "chicken", "wasps", "fur coat", "pencil", "watermelon". They highlight the first sound in the names of the pictures, write down the corresponding letters, read the received word (cat).

17. Select pictures with a certain number of sounds in their title.

18. Arrange the pictures under the numbers 3, 4, 5 depending on the number of sounds in their name. Preliminary pictures are called. Sample pictures: “catfish”, “braids”, “poppy”, “ax”, “fence”.

19. What sound escaped? (Mole- cat, lamp- paw, frame- frame).

20. Find a common sound in words: moon- table, cinema- needle, windows- house.

21. Laying out pictures under graphic schemes. For example:

Rectangles divided into parts represent the word and syllables. Circles denote sounds: dark circles are consonants, light circles are vowel sounds.

22. Come up with words for a graphic diagram.

23. Choose words from the sentence that match the given graphic scheme.

24. Name the trees, flowers, animals, dishes, etc., the word-name of which corresponds to this graphic scheme.

At the initial stages of work on the development of phonemic analysis, support is given to pronunciation. However, it is not recommended to linger on this method of execution for a long time. The ultimate goal of speech therapy work is the formation of the actions of phonemic analysis in the mental plane, according to the idea

Elimination of agrammatic dyslexia and dysgraphia

When eliminating agrammatical dyslexia and dysgraphia, the main task is to form morphological and syntactic generalizations in the child, ideas about the morphological elements of the word and the structure of the sentence. The main directions in the work: clarification of the structure of the sentence, the development of the function of inflection and word formation, work on the morphological analysis of the composition of the word and with words with the same root.

Assimilation of the morphological system of the language is carried out in close connection with the development of the sentence structure. The work on the proposal takes into account the complexity of the structure, the sequence of the appearance of its various types in ontogeny. The work on the proposal is based on the following plan:

1. Two-part sentences, including a noun in the nominative case and a verb in the 3rd person of the present tense (the tree grows).

2. Other two-part sentences.

3. Common sentences of 3-4 words: noun, verb and direct object (The girl washes the doll); suggestions like: The grandmother gives the ribbon to her granddaughter; The girl is ironing a handkerchief; Children ride down the hill; The sun shines brightly. More complex sentences follow.

It is useful to work on spreading the sentence with the help of words denoting the attribute of the subject: Grandmother gives a ribbon to her granddaughter.- Grandmother gives her granddaughter a red ribbon.

When constructing a sentence, reliance on external schemes, ideograms is of great importance. According to the theory of the phased formation of mental actions, when teaching detailed statements at the initial stages of work, it is necessary to rely on graphic schemes, that is, to materialize the process of constructing a speech statement. With the help of icons and arrows, graphic diagrams help to symbolize objects and the relationships between them.

Initially, the children are explained the method of compiling a sentence according to visual diagrams (chips) on the material of 1-2 sentences. For example, the picture "A boy is reading a book" is offered. Questions determine the subject (boy), predicate (is reading), action object (book). Each of the selected elements is indicated by a token. The chips correspond directly to the objects and actions shown in the picture. Children make a sentence according to the picture. In the future, the scheme is laid out not in the picture, but under it.

Various graphic schemes are offered for sentences of three elements (Girl picks flowers), of four elements (Boy draws a house with a pencil).

The following types of tasks are recommended using a graphic scheme: selection of proposals according to this graphic scheme; record them under the appropriate chart (two charts are offered); independent inventing of proposals for this graphic scheme; drawing up a generalized idea of the meaning of sentences corresponding to one graphic scheme.

For example, the sentences The girl is running; The boy draws can be reduced to one generalized meaning: someone performs some action (the meaning of the subject is a predicate).

After mastering the generalized meanings of several sentence structures, it is recommended to choose among others those that have the same generalized grammatical and semantic meaning as the given one. For example, among the sentences: A girl is reading a book; The boy is catching a butterfly; Children ride down the hill - choose those whose meaning is similar in structure to the sentence. The girl picks flowers.

They also use such types of tasks as answering questions, independently compiling proposals in oral and written form.

When forming the function of inflection, attention is drawn to the change of the noun in numbers, cases, the use of prepositions, the agreement of the noun and the verb, the noun and the adjective, the change of the past tense verb in persons, numbers and gender, etc.

The sequence of work is determined by the sequence of appearance of forms of inflection in ontogeny.

The formation of the function of inflection and word formation is carried out both in oral and written speech.

The consolidation of the forms of inflection and word formation is first carried out in the word, then in phrases, sentences and texts.

Similar work on the development of the grammatical structure of speech is also carried out in the elimination of semantic dyslexia, due to the underdevelopment of the grammatical structure of speech and manifested in inaccurate understanding of the sentences read.

In the case when semantic dyslexia manifests itself at the level of a single word during syllabic reading, it is necessary to develop sound-syllabic synthesis.

The tasks will be the following:

1. Name the word pronounced by individual sounds (d, o, m; k, a, w, a; k, o, w, k, a).

2. Name the word, pronounced in syllables, the duration of the pauses gradually increases (ku-ry, ba-boch-ka, ve-lo-si-ped).

3. Make up a word from syllables given in disorder.

4. Name a sentence, pronounced in syllables (Soon-ro-on-stu-pit-weight-on).

At the same time, work is carried out on the understanding of the words, sentences, and text read. Tasks:

3. Select from the text a sentence corresponding to the content of the picture.

4. Find the answer to this question in the text.

When eliminating semantic dyslexia important place takes vocabulary work. Clarification and enrichment of the dictionary is carried out primarily in the process of working on the read words, sentences, texts.

Special work is also needed to systematize the dictionary, to determine stronger semantic links between words that are part of the same semantic field.

Elimination of optical dyslexia and dysgraphia

Work is carried out in the following areas:

1. Development of visual perception, recognition of color, shape and size (visual gnosis).

2. Expansion and refinement of visual memory.

3. Formation of spatial representations.

4. Development of visual analysis and synthesis.

In order to develop object visual gnosis, the following tasks are recommended: name contour images of objects, crossed out contour images, highlight contour images superimposed on each other.

In the process of developing visual gnosis, tasks should be given to recognize letters (letter gnosis). For example: find a letter among a number of other letters, match letters made in printed and handwritten font; name or write letters crossed out with additional lines; identify letters that are incorrectly located; circle the contours of the letters; add the missing element; select the letters superimposed on each other.

When eliminating optical dyslexia and dysgraphia, work is carried out to clarify the ideas of children about the shape, color, size. The speech therapist exposes figures (circle, oval, square, rectangle, triangle, rhombus, semicircle), different in color and size, and invites children to pick up figures of the same color, the same shape and size, the same color and shape, different in shape and color.

You can offer tasks for correlating the shape of figures and real objects (a circle is a watermelon, an oval is a melon, a triangle is the roof of a house, a semicircle is a month), as well as the colors of figures and real objects.

For the development of visual memory, the following types of work are used:

1. The game "What's gone?". 5-6 objects, pictures are laid out on the table, which children must remember. Then one of them is removed imperceptibly. Children name what is gone.

2. Children memorize 4-6 pictures, then select them among other 8-10 pictures.

3. Memorize letters, numbers or shapes (3-5) and then choose them among others.

4. The game "What has changed?". The speech therapist lays out 4-6 pictures, the children remember the sequence of their location. Then the speech therapist imperceptibly changes their location. Students must say what has changed and restore their original location.

5. Arrange letters, figures, numbers in the original sequence.

When eliminating optical dyslexia and dysgraphia, it is necessary to pay attention to the work on the formation of spatial representations and the speech designation of spatial relationships.

In the process of work on the formation of spatial representations, it is necessary to take into account the features and sequence of the formation of spatial perception and spatial representations in ontogenesis, the psychological structure of optical-spatial gnosis and praxis, the state of these functions in children with dyslexia and dysgraphia.

Spatial orientations include two types of orientation that are closely related to each other: orientation in own body and in the surrounding space.

The differentiation of right and left occurs first in the first signal system, and then develops with increasing interaction with the second signal system. Initially, the speech designation of the right hand is fixed, and then - the left.

Orientation of children in the surrounding space also develops in a certain sequence. Initially, the child determines the position of objects (right or left) only when they are located on the side, that is, closer to the right or left hand. At the same time, the distinction of directions is accompanied by prolonged reactions of the hands and eyes to the right or left. In the future, when speech designations are fixed, these movements are inhibited.

The development of orientation in the surrounding space is carried out in the following sequence:

1. Determination of the spatial arrangement of objects in relation to the child, that is, to himself.

2. Determination of the spatial relationships of objects located on the side: "Show which object is to your right, to your left", "Put the book to your right, to your left."

If the child finds it difficult to complete this task, it is specified: on the right, this means closer to the right hand, and on the left - closer to the left hand.

3. Determination of spatial relationships between 2-3 objects or images.

It is proposed to take a book with your right hand and put it near your right hand, take a notebook with your left hand and put it by your left hand and answer the question: “Where is the book, to the right or to the left of the notebook?”.

In the future, tasks are performed according to the speech therapist's instructions: put a pencil to the right of the notebook, a pen to the left of the book; say where the pen is in relation to the book - on the right or left, where the pencil is in relation to the notebook - on the right or left.

Then three subjects are given and tasks are offered: “Put the book in front of you, put a pencil to the left of it, a pen to the right”, etc.

It is important to clarify the spatial arrangement of figures and letters. Children are offered cards with various figures and tasks for them:

1. Write letters to the right or left of the vertical line.

2. Put a circle, a square to the right of it, a dot to the left of the square.

3. Draw a point according to the speech instruction, below - a cross, to the right of the point - a circle.

4. Determine the right and left sides of objects, the spatial relationships of elements of graphic images and letters.

At this stage, work is simultaneously carried out to develop a visual analysis of images and letters into constituent elements, their synthesis, determination of similarities and differences between similar graphic images and letters.

For example:

1. Find a figure, a letter in a series of similar ones. Rows of similar printed and handwritten letters are suggested (for example, la, lm, hell, vr, vz).

2. Draw a figure or letter according to the model and after a short exposure.

3. Fold figures from sticks (according to the model, from memory).

4. Construct printed and handwritten letters from the presented elements of printed and handwritten letters.

5. Find a given figure among two images, one of which is adequate to the one presented, the second is a mirror image.

6. Show the correctly depicted letter among the correct and mirror images.

7. Complete the missing element of the figure or letter according to the idea.

8. Reconstruct the letter by adding an element: from A - L - D, K - F, 3 - C, G - B.

9. Reconstruct the letter by changing the spatial arrangement of the elements of the letters; for example: P - b, I - H, H - p, g - t.

10. Determine the difference between similar letters that differ in only one element: 3 - B, P - B.

11. Determine the difference between similar figures or letters, consisting of the same elements; but differently located in space: P - b, G - T, I - P, P - N.

With the elimination of optical dyslexia and dysgraphia, in parallel with the development of spatial representations, visual analysis and synthesis, work is also carried out on the speech designations of these relations: on the understanding and use of prepositional constructions, adverbs.

An important place in the elimination of optical dyslexia and dysgraphia is occupied by work on the refinement and differentiation of optical images of mixed letters.

For better assimilation, they are correlated with any similar objects images: About s hoop, 3 with a snake F s beetle, P s crossbar, At with ears, etc. Various riddles about letters are used, palpation of embossed letters and recognition of them, construction from elements, reconstruction, copying.

Distinguishing mixed letters is carried out in the following sequence: differentiation of isolated letters, letters in syllables, words, sentences, text.

Thus, the elimination of optical dyslexia and dysgraphia is carried out by techniques aimed at the development of visual gnosis, mnesis, spatial representations and their speech designations, the development of visual analysis and synthesis. Much attention is paid to the comparison of mixed letters with the maximum use of different parsers.

Conclusions and problems

Writing disorders in children are a common speech disorder with a diverse and complex pathogenesis. Speech therapy work is differentiated, taking into account the mechanism of the disorder, its symptoms, the structure of the defect, and the psychological characteristics of the child. Until now, in speech therapy, the psycholinguistic aspect of correcting violations of written speech has not been sufficiently developed, which is a significant problem in improving the speech therapy impact.

Control questions and tasks

1. What is the psychophysiological characteristic of reading and writing in the norm?

2. Give a brief historical overview of the development of the doctrine of violations of written speech.

3. What modern points of view exist on the definition, terminology, symptoms, mechanisms and classification of dyslexia?

4. Give a definition, describe the symptoms, mechanisms, classification of dysgraphia. Show different forms of dysgraphia with concrete examples.

5. Highlight the formation of phoneme differentiation in the elimination of dyslexia and dysgraphia.

6. Expand the methodology for the formation of language analysis and synthesis in the elimination of dyslexia and dysgraphia.

7. Describe the system of speech therapy work in the elimination of various forms of dyslexia and dysgraphia.

Literature

1. Ananiev B. G. Analysis of difficulties in the process of mastering children by reading and writing. Izvestiya APN RSFSR. - 1950. - Issue. 70.

2. Egorov T. G. Psychology of mastering the skill of reading. - M., 1958.

3. Lalaeva R. I. Violation of the process of mastering reading in children - M., 1983.

4. Levina R. E. Writing disorders in children with speech underdevelopment. - M., 1961.

5. Luria A. R. Essays on the psychophysiology of writing. -M., 1950.

6. Fundamentals of the theory and practice of speech therapy / Ed. R. E. Levina. - M., 1968.

7. Sadovnikova I. N. Violation of written speech in younger schoolchildren. - M., 1983.

8. Sobotovich E.F., Golichenko E.M. Phonetic errors in the writing of mentally retarded primary school students // Speech and voice disorders in children and adults. - M.. 1979.

9. Spirova L.F. Disadvantages of reading and ways to overcome them // Shortcomings of speech in primary school students. - M., 1965.

10. Tokareva O. A. Reading and writing disorders (dyslexia and dysgraphia) // Speech disorders in children and adolescents, Ed. S. S. Lyapidevsky. - M., 1969

11. Reader on speech therapy. / Ed. L. S. Volkova, V. I. Seliverstov. - M., 1997. - Part II. - S. 283-511.

Speech therapy: Textbook for students defectol. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. -- M.: Humanit. ed. center VLADOS, 1998. - 680 p.

The problem of studying and correcting dysgraphia is currently one of the most urgent tasks of speech therapy. Based on the mechanisms of each type of dysgraphia, the authors who have devoted their research to this area of speech therapy - R.I. Lalaeva, V.A. Kovshikov, I.N. Sadovnikova, I.N. Efimenkova, G.G. Misarenko, A.N. Kornev and others - offer various methods of corrective work. For each type of writing disorder, a certain procedure for correcting writing disorders is established: either this is a psycholinguistic level, or a psychophysiological level. But the methods of work of the psychophysiological level remain unchanged - these are ideas about sound and the connection between sound and letter. And of course, there must be a psychological level of development of writing - this is the motive and desire to write.

The relevance of the problem of writing correction remains relevant due to the insufficient effectiveness of traditional methods for correcting dysgraphia, with an increase in the number of students with writing disorders, as well as with the complication of the symptoms and mechanisms of this disorder.

Specific writing disorders entail violations in mastering spelling (O.I. Azova, R.I. Lalaeva, L.G. Paramonova, I.V. Prishchepova), are often the cause of persistent underachievement, deviations in the formation of the child's personality.

In most methods of overcoming dysgraphia, the main attention is paid to the correction of existing violations of the oral speech of students (T.P. Bessonova, L.V. Venediktova, L.N. Efimenkova, R.I. Lalaeva, L.G. Paramonova, I.N. Sadovnikova , L.F. Spirova, O.A. Tokareva) .

A number of authors offer a psychological and pedagogical approach to the correction of dysgraphia, taking into account the psychological characteristics of this category of students (T.V. Akhutina, E.A. Zharkova, A, N, Kornev, A.Yu. Potanina, E.A. Soboleva, A. A. Tarakanova), there are separate indications of the need for the development of memory and attention in children with dysgraphia.

In general, the psychological, including the cognitive aspect of the correctional and speech therapy impact in dysgraphia in modern speech therapy research is not sufficiently represented.

When developing methods for correcting dysgraphia in younger schoolchildren, a number of principles are fundamental, such as pathogenetic, the principle of taking into account the "zone of proximal development", the principle of relying on the intact link of the impaired mental function, the principle of maximum reliance on polymodal afferentations, on the largest possible number of functional systems, on various analyzers.

Pathogenetic principle (the principle of taking into account the mechanism of this violation).

Depending on the disturbed mechanism, various types of reading and writing disorders are distinguished. In the process of speech therapy work on the correction of a certain type of dyslexia or dysgraphia, the main task of speech therapy work is to correct the disturbed mechanism, the formation of those mental functions that ensure the normal functioning of the operations of the reading and writing process. So, when correcting dysgraphia on the basis of a violation of language analysis and synthesis, the formation of the skill of analyzing sentences into words, syllabic and phonemic analysis and synthesis is carried out.

The principle of taking into account the "zone of proximal development" (according to L.S. Vygotsky).

The process of development of a particular mental function during the correction of dyslexia and dysgraphia should be carried out gradually, taking into account the nearest level of development of this function, i.e. the level at which the task can be completed with little help from the teacher.

The principle of maximum reliance on polymodal afferentations, on the largest possible number of functional systems, on various analyzers (at the initial stages of work).

This principle is based on the idea of speech, on speech activity as a complex functional system, as well as the teaching of the complex structure of mental functions. The formation of higher mental functions in ontogenesis is a complex process of organizing functional systems. At the early stages of ontogenesis, the function is carried out with the participation of various analyzers, based on polymodal afferentations. Thus, the process of differentiation of sounds is initially carried out with the participation of visual, kinesthetic, auditory afferentation. Later, auditory differentiation acquires a leading role in differentiation. In this regard, in case of underdevelopment of phoneme differentiation, reliance is initially placed on the visual perception of articulation, kinesthetic discrimination in the pronunciation of sounds, and on auditory images of differentiated sounds.

The principle of relying on the intact link of the disturbed mental function. The maximum use of polymodal afferentations is carried out in a differentiated way, relying on the intact link of the disturbed mental function. So, with acoustic dysgraphia, the formation of auditory differentiation of sounds must be carried out based on visual and kinesthetic afferentations. In other cases, when the kinesthetic differentiation of sounds is disturbed, the formation of phoneme differentiation is carried out based on auditory, visual afferentations.

The organization of speech therapy work to overcome dysgraphia in children of primary school age can be carried out in several methodological approaches. One of the approaches corresponds to the modern theory of speech therapy and is based on the results of speech therapy diagnostics of children with writing problems. Analyzing the diagnostic data, the speech therapist identifies the weak links (primarily linguistic) of the functional writing system of a particular student, determines the type or combination of types of dysgraphia and, in accordance with this, plans corrective work, based on existing methodological recommendations for overcoming different types of dysgraphia. Such work can be carried out individually or with subgroups of children of the same age who have the same types of dysgraphia. This approach is based on the principle of predominant influence on the "weak" link or links in the system of age standards. Here are some of the leading and traditional areas of work:

Improving the phonemic differentiation of speech sounds and mastering the correct letter designation in writing - when correcting dysgraphia on the basis of a violation of phonemic recognition, or acoustic;

Correction of defects in sound pronunciation and improvement of phonemic differentiation of sounds, assimilation of their correct letter designation in writing - with the correction of acoustic-articulatory dysgraphia;

Improving the skill of arbitrary language analysis and synthesis, the ability to reproduce in writing the sound-syllabic structure of words and the structure of sentences - when correcting dysgraphia on the basis of unformed language analysis and synthesis;

Improvement of syntactic and morphological generalizations, morphological analysis of the composition of the word - in the correction of agrammatic dysgraphia;

Improving visual perception, memory; spatial representations; visual analysis and synthesis; clarification of the speech designation of spatial relationships - in the correction of optical dysgraphia.

In each of these areas of work, stages of work are identified, types of tasks and exercises are proposed that can be used in the process of teaching children. The most detailed speech therapy work on the correction of certain types of dysgraphia is reflected in the books of R.I. Lalaeva and L.G. Paramonova.

The second approach to overcoming dysgraphia can be carried out in line with the large-scale correctional and developmental work of a school speech therapist, which is built in accordance with the methodological recommendations of A.V. Yastrebova (1984, 1997). This approach has not only a corrective, but also a preventive focus. In addition, the organization of work, taking into account the recommendations of A.V. Yastrebova allows the school speech therapist to reach a large number of students. Within the framework of this approach, correctional and developmental work is devoted, first of all, to improving the oral speech of children, the development of speech-thinking activity and the formation of psychological prerequisites for the implementation of full-fledged educational activities.

Specialists begin to implement appropriate measures already with first-graders, who constitute the so-called risk group, i.e. with children with impaired or underdevelopment of oral speech. The main task of a speech therapist in working with such children is, with the help of systematic classes that take into account the school curriculum in their native language (from the beginning of literacy), improve the oral speech of children, help them master written speech and, ultimately, prevent the appearance of dysgraphia and dyslexia.

The speech therapist works simultaneously on all components of the speech system - the sound side of speech and the lexical and grammatical structure. At the same time, several stages are distinguished in the work, each of which has a leading direction.

Stage I - filling gaps in the development of the sound side of speech (development of phonemic perception and phonemic representations; elimination of defects in sound pronunciation; formation of skills for analyzing and synthesizing the sound-syllabic composition of words; fixing sound-letter connections, etc.);

Stage III - filling in the gaps in the formation of coherent speech (development and improvement of the skills and abilities of building a coherent statement: programming the semantic structure of the statement; establishing the coherence and sequence of the statement; selecting the language tools necessary to build the statement).

By developing all the components of the speech functional system, improving the skills of arbitrary operations with language elements in children, taking into account the material of the school curriculum in the Russian language, a speech therapist simultaneously solves several problems. To these tasks A.V. Yastrebova considers: the development of speech and thought activity and independence, the formation of full-fledged educational skills and rational methods of organizing educational work, the formation of communication skills, the prevention or elimination of dyslexia and dysgraphia, the prevention of functional illiteracy, and others.

A third approach can be singled out - in the correction of dysgraphia in schoolchildren. It is most fully characterized in the book by I.N. Sadovnikova, in which the author proposes his own methodology for diagnosing writing disorders, identifies possible areas of work, and offers types of exercises for their implementation. This approach, like the first one, is based on the results of a speech therapy examination of children with dysgraphia, which makes it possible to identify defective links in the functional writing system, to study the types and nature of specific errors in writing, and on the basis of this to determine the leading directions of speech therapy correction.

However, unlike the first one, this approach to correction does not involve correlating the identified disorders with one or another type of dysgraphia, does not imply strict adherence to any particular algorithm in the process of speech therapy work. So, among the leading I.N. Sadovnikova identifies the following areas of work for the correction of dysgraphia: the development of spatial and temporal representations; development of phonemic perception and sound analysis of words; quantitative and qualitative enrichment of the dictionary; improvement of syllabic and morphemic analysis and synthesis of words; mastering the compatibility of words and the conscious construction of sentences; enrichment of students' phrasal speech by introducing them to the phenomena of polysemy, synonymy, antonymy, homonymy of syntactic constructions, and others.

It is easy to see that all the approaches described above to the correction of dysgraphia in schoolchildren are aimed primarily at improving the oral speech and language abilities of children, the formation of operational and technological means that make up the basic level of organization of a specific type of activity - writing. This corresponds to the traditional understanding of children's dysgraphia in speech therapy as a reflection in the letter of the inferiority of the linguistic development of younger students.