Speech therapy lesson school supplies. Lesson summary on the topic "school supplies"

Speech by a speech therapist at the first parent meeting-lectures for parents of first-graders in a secondary school

AT recent times there is an increase in the number of children with disorders of various etiologies, nature and severity in general education schools. Previously, the problem of preparing and adapting children to school was not as relevant as it is now. Transition from kindergarten to school for the child was bright, joyful life span. It would seem that in those years the development of preschoolers was not given such attention as it is today. And the parents weren't so keen early development their abilities.

But what is happening now?

Annual monitoring of the state of oral speech among first-graders of our school since 2000, taking place in the first month school year, fixes the growth of speech pathologies.

A month ago, as always, preparing for a speech therapy examination in the first grades, I assumed and hoped that the problems associated with the sound pronunciation of your child were resolved even in the preschool period. But I was wrong, this year the percentage of children with speech disorders was 58%. Those. half of the first graders need speech therapy assistance. And as you understand, one speech therapist in our school cannot cope with so many children. Probably, each of the parents sitting here was a little horrified by this situation.

And the first question - what to do!? The only answer is to solve speech problems together.

Most favorable period for the development of the intellectual and creative abilities of a person from 3 to 9 years old, when the cerebral cortex is not yet fully formed.

It is at this age that it is necessary to develop memory, perception, thinking, attention. But often parents replace the psychological and speech development of the child with information, studying mathematics, languages (even when the child has "porridge in his mouth").

Premature education of a child is unacceptable, since as a result minimal brain dysfunction can be formed (one part of the brain develops faster at the expense of another).

This leads in the future to failure in learning, poor memory, distracted attention, and problems in the emotional sphere.

During the period schooling When much higher demands are made on speech, a child with an insufficient level of speech development finds himself in a very difficult position.

For example, poverty vocabulary and the inaccuracy of understanding the meanings of many words, the inability to feel their semantic relationship do not allow him to master many grammatical rules.

In particular, a child with a poor vocabulary may simply have nothing to select test words from when studying grammatical rules.

For example, children do not catch the semantic difference between such words as "forest" and "fox", "burns" and "mountain", "capital" and "steel", and therefore make mistakes in writing due to the wrong selection of test words.

And the roots of all these difficulties must be sought not in the nature of schooling, but in the unformed speech of the child during his preschool development.

The result of the child’s insufficient readiness for the beginning of schooling is the occurrence in some children of specific writing errors that are not related to grammatical rules (for example, omissions or substitutions of letters in a letter, incorrect spelling of letters (children often confuse the letters 3, E, W, K, M, etc.).

Speech disorders are often combined with insufficiency of fine motor skills, lack of formation of spatial relationships, insufficiency of temporal concepts, perception of colors and shades, counting operations, etc.

Any speech disorder affects the mental and emotional-volitional development of the child. A child with a well-developed speech easily enters into communication with others, can clearly express his thoughts, desires, ask questions, agree with peers on a joint game or leisure.

Conversely, a child's slurred speech complicates his relationships with people and often leaves an imprint on his character. By the age of 6-7, children with speech pathology begin to realize the defects in their speech, painfully experience them, become silent, shy, irritable.

So, I briefly listed the consequences of inferior speech development.

Now, with regard to the development of basic mental functions:

For the child to be successful maths - it is necessary to develop logic, thinking, analysis;

Drawing, drafting, geometryrequire the development of attention, perception, spatial orientation;

oral subjects- development of memory, attention, speech, and all other mental processes.

Those. no memory (cannot remember 5-7 words that you slowly dictated to him),

if the child is not used to completing the task to the end and the parents do not require him to finish it,

if the child does not know how to concentrate, is constantly distracted,

if he does not know where the left side is, and where the upper right corner is, etc.

Why be successful in learning. If the most necessary functions are not developed?

And the problem is not that you don't know how to help your child, but that you don't want to. As always, we don't have time. I understand you perfectly, but I support the opinion that it is better to warn than to suffer for a long, long time: to correct, correct, complain: “Oh, I should have studied earlier, when time still allowed, when you can develop both memory and attention in a child, and logic and speech.

In my speech, I wanted you to remember those exercises, games that will help your children.

So, I will give just a couple of games as an example: 1. Name any few objects, slowly, the child must repeat them. Did it - name 1 item more, etc.

2. What is the difference between the pictures, find the similarities and differences(pictures can be found in any children's crossword magazine).

3. Show any 2 items (possible in pictures), let him find the relationship. What are they connected with, what do they have in common - by this we develop perception, attention and logic. Try to ask yourself: "what do you think, why is he like this, why does he need it." This concerns the development of mental processes (memory, perception, attention, etc.). Now let's move on to the main question.

Absolutely all parents are concerned about the issue of mastering literacy, writing, how to prevent mistakes in the Russian language and reading.

So, so that your kids do not come to me in 2nd grade with such problems, I suggest paying attention to the following.

1. One of the first tasks that a child encounters when he begins to learn to read and write is the need learning letters. But what does it mean to "learn the letters"?

Usually, with the word "letter" in our minds, the letter itself involuntarily pops up, its visual image. However, it is important to understand here that the process of assimilation of letters is not limited to memorizing alphabetic characters. After all, each letter sign is not important in itself. Its purpose is to use it to designate a well-defined sound of speech.

For example, the handwritten letter "Sha", depicted as three "hooks", denotes only and exclusively the sound [Ш], reminiscent of the noise of leaves. No other speech sound pronounced or heard by us (for example, [Ж] or [С]) can be associated with this letter sign.

What has been said means that in order to learn letters, the child, first of all, must be able to distinguish well by ear all speech sounds, without mixing them with each other.

Only under this condition will he be able to firmly connect a certain acoustic image of each speech sound with a well-defined way of the letter.

And only after this connection, the child will be able to voice each letter without difficulty when reading and easily select desired letter in the process of writing.

Therefore, one of the necessary prerequisites successful learning child literacy is the development of hisauditory function. This includes:

development phonemic hearing;
auditory differentiation of speech sounds (raise your hand if
you hear the sound "C", clap your hands if you hear the sound "3");
as well as initial forms sound analysis and synthesis of words (which
the first sound in the word "BALL" is the sound MY, which is the last, and
in the middle?).
and syllable structure.

Many of your children cannot repeat difficult words: policeman, bicycle, aquarium, motorcyclist, etc.

It should also be noted that this year there are children with a rhythm disorder - for example, I give the task: “Divide the word into pieces - syllables, or slap it” it turns out = KOR-OVA, here there are omissions of vowels. Help the children. Exercise. How many vowels, so many syllables.

I understand that this is the task of a teacher, but without the help of parents through home training it is very difficult for a child to understand and consolidate this for a long time.

Some children have special difficulties in the process of mastering the styles of letters. Those. instead of the letter "E" they write "Z", or instead of "P" they write "T", they add, turn over, underwrite, mirror the elements.

In order for the child to learn to distinguish between similar appearance letters, it should be fairly well formedvisuospatial representations. BUT this means that the following should be available to him:

First, he must distinguish between objects and geometric shapes. by their shape (round, oval, etc.); in size (large, medium)

and own such concepts as more-less, long-short, higher-lower, wider-narrower.

Be able to locate objects and geometric shapes in space in relation to each other, i.e. understand the spatial relationships between them: high-low, above-below, far-close, front-back.

A child who does not have this kind of ideas does not understand the teacher's explanations about the features of letter styles. He does not see the difference between objects of different sizes at all.

Without a sufficiently subtle, differentiated visual perception,
visual analysis, he will inevitably encounter great difficulties in
the process of acquiring letters.

So far, there are no difficulties, but when the children begin to write words, sentences, they will definitely appear.

2. In order for a child to get a real opportunity to master written speech, he must still be good atoral speech is developed.

Indeed, in writing we can (some better, others worse) express only those thoughts that we are able to formalize with the help of oral speech. Therefore, if the child’s oral speech is poor in content due to his small vocabulary, if it is grammatically incorrect, “clumsily”, then good writing there is simply nowhere to appear.

From a speech therapy point of view,full-fledged oral speech, which can serve as a reliable basis for mastering writing, is understood as follows:

1) Correct pronunciationall speech sounds. Now you know that half of your children burr, lisp, etc. What do I suggest. Please choose a time when you can come to me with your child. For each of you, recommendations will be given on how to eliminate defective sounds, as well as how to automate them in speech.

A first grader (while there is still time) can learn by imitation. Show how to pronounce several times.

It is possible that the child says a certain sound in some words, but not in some - there is only your control over his speech. There is a process of fixing the correct pronunciation of sound in everyday life.

Some of you think that there is nothing wrong with the fact that the child does not pronounce the sound. Only he will understand who himself once had or has such a problem. When a child rearranges words so that the pronunciation of a defective sound is not noticeable ... And what awkwardness, shame, embarrassment, resentment a child experiences when instead of “boat” he pronounces “vodka” to the whole class ... And the child grows, matures, falls in love, settles to work. Is he always "handy" for his speech?

2) Pay attention tospeech mode in the family.In particular, for
that parents need to contribute as actively as possible
building up children's vocabulary.

Being next to the child: talk to him, constantly pay attention to the surrounding objects, talk about their origin, purpose. Let your child not be afraid to ask about incomprehensible words.

3) For the full development of speech, it is necessaryability to form sentences grammaticallythat is, to connect individual words to each other to express a complete thought. Pay attention to endings
agreement of parts of speech. We often hear from children: “beautiful sun”, “2
company, 5 chairs, cock's tail, etc. "

And finally, what I would like to draw your attention to is motility.

We noticed that children 6-7 years old who come to school, unfortunately, have extremely low level development of motor skills, which is very clearly manifested in the inability to draw a straight line, write printed letter according to the model, (the so-called "trembling line"), cut out of paper and carefully glue, draw. Also, coordination and accuracy of movements are not formed, many children do not control their bodies.

It has been proven that there is a direct relationship between the development of these skills and the level of general mental, intellectual and, of course, speech development of the child (namely, how will finger motor skills, so the articulation will be developed - the fingers are well developed = the muscles of the tongue are also developed!).

Our teachers have had the opportunity to verify this more than once from their own experience, and parents with older children: if a child is able to correctly and accurately reproduce graphic material (letters and their elements, numbers, lines), then he masters curriculum in general, and vice versa, the worse these skills are developed, the more trouble such a child delivers.

Maybe some have noticed that a first-grader, who happily entered school, after some time complains of headaches, pain in his arm, neck when writing. The child is inattentive, restless, easily distracted.

They are associated with the fact that the child's muscle tone rises so much that local muscle clamps occur. Often the child writes with the whole hand from the shoulder to the hand, and not just with the fingers, as it should be. This can be checked by placing a hand on the shoulder, forearm and neck: you will feel how they are tense, compressed.

The work of such a large muscle group instead of a small one leads to increased energy consumption (try writing with your shoulder along with a brush yourself). The child quickly gets tired and exhausted.

He does not keep up with the pace of work in the classroom, he receives grades worse than those he can count on, hence the dirt in notebooks, typos, corrections, and strikethroughs.

However, many future school problems can be prevented if we can influenceon the motor development of the child, we will teach you to relax, remove muscle clamps, develop fine motor skills fingers.

Firstly, if you see that the child is trying too hard, tense, come up, calm down, stroke, massage his muscles.

I will give as an example several types of exercises for the development of fine motor skills of the hand and (especially important for preventing reading and writing disorders) visual-motor coordination:

Drawing graphic samples (geometric shapes or
variety of patterns). Watch TV, draw a couple
intricate patterns. And tell the child with interest: “But weakly
would you like to draw the same one?
Cutting out shapes from paper along the contour, even pictures,
photographs from old magazines, newspapers. The main thing is to cut
was smooth, without taking the scissors off the paper.
Coloring and shading. Here you just need to buy ready-made
coloring books.
You bought plasticine for school, but do you have it at home? There is great.
Design and work with mosaics. Huge developing
puzzles matter.
Laying out figures from matches. Run a home match:
"Who has the deepest well?" The winner gets a prize!
Making figurines from fingers. Ask the child to close their eyes.
You will fold the figure from the fingers of his left hand, ask now
child to make exactly the same figure only from the fingers of the right
arms.
Mastering crafts (embroidery, knitting, sawing, burning,
weaving, etc.)

I would also recommend such a psycho-gymnastic exercise. "Counting-mumbler". This is the development of motor skills, speech, rhythm, tempo, attention, memory, consistency, that is, everything is very useful. Especially when fixing the set sounds in speech.

Ask the child to learn any phrase, quatrain: "The Greek rode across the river." The first time he pronounces all 4 words aloud, the second time he pronounces only the words “I rode the Greek through”, and the word “river” pronounces “to himself”, while clapping his hands once. For the third time, he says aloud 2 words “I rode the Greek”, and says the words “across the river” to himself, accompanying each word with a clap of his hands. Etc.

It turns out: demonstration to parentsAnd every time we add more offers.

Dear Parents!Teaching literacy, reading and generally the beginning of school life is the most crucial period in your baby's life.

And how well it will pass depends largely on you, your patience, kindness, affection.

I encourage you to take a genuine interest in everything related to learning. In no case do not allow rough "pressure", tactlessness and other negative aspects in communicating with your student.

Let the child believe in own forces. Let him feel his success every day, make some small “discoveries” for himself.

Let him think, show initiative, creativity: try to go from the desires of the child and do not suppress him with your learning! You, too, were small, and also knew nothing.

Help him grow and develop. Do not regret the time spent. It will pay off many times over.

Be friends, respect and love your children!

If you have any problems, don't be shy, come and ask. Opening hours are on the office door, and special booklets and memos have been prepared for you, which you can take home for joint games with your child.

Literature:

1. Paramonova L.G. "Your child is on the doorstep of school: How to prepare your child for school."- St. Petersburg: KARO, Delta, 2005.- 384 s : ill. - (Series "Correctional Pedagogy").

2. Sirotyuk A.L. “Correction of the development of the intellect of preschoolers. - M .: TC Sphere, 2001. - 48s.

3. Bezrukikh M.M. “Steps to the school: book. for teachers and parents / M.M. Armless. – 5th ed., stereotype. - M .: Bustard, 2006. - 254s

,
teacher-speech therapist, MAOU “Gymnasium No. 6”, Gubkin, Belgorod region.

Parent meeting “What is dysgraphia and how to help a dysgraphic child?”

Prepared by: teacher-speech therapist of MAOU "Gymnasium No. 6" of the city of Gubkin, Belgorod Region, Mashkina Natalya Viktorovna.

With the beginning of schooling, some children suddenly find it difficult to read and write. The guys are at odds with the Russian language, although they do well in mathematics and other subjects where, it would seem, more intelligence is required. These "smart", but devoid of speech talent, sooner or later are sometimes sent to a speech therapist. More often to a psychologist, which is not entirely correct. Dysgraphia is a partial specific violation of the letter.

There are five forms of dysgraphia:

1. Articulatory-acoustic form of dysgraphia.
Its essence is as follows: A child who has a violation of sound pronunciation, relying on his own correct pronunciation, fixes it on the letter. In other words, he writes as he speaks. This means that until the sound pronunciation is corrected, it is impossible to correct the letter based on pronunciation.
2. Acoustic form of dysgraphia.
This form of dysgraphia is manifested in the replacement of letters corresponding to phonetically close sounds. At the same time, in oral speech, the sounds are pronounced correctly. In writing, letters are most often mixed, denoting voiced - deaf (B-P; V-F; D-T; Zh-Sh, etc.), whistling - hissing (S-Sh; Z-Zh, etc.). ), affricates and components included in their composition (CH-SCH; CH-TH; C-T; C-S, etc.).
It also manifests itself in the incorrect designation of the softness of consonants in a letter: “letter”, “loves”, “hurts”, etc.
3. Dysgraphia due to violation language analysis and synthesis.
This is the most common form of dysgraphia in children with writing disorders. The following errors are most typical for her:

Omissions of letters and syllables;

 permutation of letters and (or) syllables;

 omission of words;

 writing extra letters in a word (it happens when a child, speaking while writing, "sings a sound" for a very long time;

 repetition of letters and (or) syllables;

 contamination - in one word syllables of different words;

Continuous spelling of prepositions, separate spelling of prefixes ("on the table", "on the step").
4. Agrammatic dysgraphia.
Associated with the underdevelopment of the grammatical structure of speech. The child writes agrammatically, i.e. as if contrary to the rules of grammar ("beautiful bag", "fun day"). Agrammatisms in writing are noted at the level of words, phrases, sentences and texts.
Agrammatical dysgraphia usually manifests itself from the 3rd grade, when a student who has already mastered the literacy begins to "close" to the study of grammatical rules. And here it suddenly turns out that he cannot master the rules for changing words according to cases, numbers, genders. This is expressed in misspelling endings of words, in the inability to coordinate words among themselves.
5. Optical dysgraphia.
The basis of optical dysgraphia is the insufficient formation of visual-spatial representations and visual analysis and synthesis. All letters of the Russian alphabet consist of a set of the same elements ("sticks", "ovals") and several "specific" elements. The same elements are combined in different ways in space, and form different alphabetic characters: i, w, c, u; b, c, d, y...
If the child does not catch the subtle differences between the letters, then this will certainly lead to difficulties in mastering the outline of the letters and to an incorrect representation of them in writing.
The most common mistakes in writing:
- omission of elements of letters (due to underestimation of their number): L instead of M; X instead of W, etc.;
- adding extra elements;
- omissions of elements, especially when connecting letters that include the same element;
- mirror writing letters.

What you need to pay special attention to:

1. If your child is left-handed.
2. If he is a retrained right-hander.
3. If your child attended a speech therapy group.
4. If the family speaks two or more languages.
5. If your child went to school too early (unjustifiably earlier teaching literacy sometimes provokes the occurrence of dysgraphia and dyslexia.) This happens in cases where the child has not yet come psychological readiness to such training.
6. If your child has problems with memory, attention.
7. Mixing letters by optical similarity: b-p, t-p, a-o, e-z, d-y.
8. Errors caused by impaired pronunciation, the child writes what he says: leka (river), suba (fur coat).
9. With impaired phonemic perception, they mix vowels o-o, yo-yu, consonants r-l, y-l, paired voiced and deaf consonants, whistling and hissing, sounds c, h, u. For example: tynya (melon), cranberry (cranberry).
10. Omissions of letters, syllables, underwriting of words. For example: prta - school desk, moko - milk, cheerful (cheerful).

Dear readers, pay attention!
Dysgraphia never arises "out of nothing"! The work to eliminate dysgraphia should not begin at school, when specific errors are found in writing, but in preschool age long before the child begins to learn to read and write.
Children with dysgraphia need special speech therapy help, since specific writing errors cannot be overcome with ordinary ones. school methods. It is important to bear in mind that dysgraphia is much easier to prevent than to eliminate.

Mom and dad are unlikely to succeed, they need the help of a specialist - a qualified speech therapist.
Classes are held according to a certain system: various speech games, cut or magnetic alphabet for folding words, highlighting the grammatical elements of words. The child must learn how certain sounds are pronounced and what letter this sound corresponds to when writing. Usually, a speech therapist resorts to oppositions, "working out" how hard pronunciation differs from soft, deaf - from voiced. Training is carried out by repeating words, dictation, selecting words according to given sounds, analyzing the sound-letter composition of words. It is clear that they use visual material that helps to remember the lettering: "O" resembles a hoop, "F" - a beetle, "C" - a crescent ... Strive to increase the speed of reading and writing.

A few tips for parents:

1. If the child was asked to read a text or write a lot at home, then break the text into parts and complete the task in several stages.
2. Do not force the child to rewrite homework many times, this will not only harm the child's health, but also instill uncertainty in him, and also increase the number of errors.
3. Praise your child for every achieved success humiliate as little as possible.

A few words about handwriting.

The handwriting of a dysgraphic is an expression of all his difficulties. As a rule, two types of handwriting stand out quite sharply in dysgraphics: one is small, beady and "beautiful"; the other is huge, clumsy, clumsy, "ugly". So, in this case, there is no need to chase beauty, it will come by itself. As experience shows, just clumsy and huge letters are what the child should eventually come to and work on. This handwriting is his real face, the face of an honest first grader who wants and can learn (our first grader, by the way, can be 10 or 16 years old, we are talking about the psychological age of learning to write).

So, DOWN with the beaded chain of letters, LONG LIVE to sweeping handwriting, for the entire line, and maybe one and a half!

HOW TO TEACH.

Everything is quite simple here. For some time (usually two or three weeks is enough for this), a paragraph of text from any work of art or exercise from a SMALL SIZE textbook is copied into the CELL in a notebook EVERY DAY. The text, which is VERY IMPORTANT, is rewritten BY CELLS, ONE LETTER IN A CAGE, THE LETTER SHOULD OCCUPATE THE ENTIRE CAGE!

Important here and psychological preparation child to classes In an unfavorable psychological atmosphere, classes "under duress", there may be no results. The volume of text, I emphasize again, should be small, for a child under ten years old it may be only one line a day, but as it should, clearly rewritten. common goal- do not allow the slightest disgust, fatigue, even dissatisfaction with yourself!

There are tricks to choosing stationery for dysgraphics.

Finger pad massage is important for correct operation brain when writing. I recommend this to all speech pathologists. Therefore, it is good if the place of the "grip" of the writing object (pen or pencil) is covered with ribs or pimples.

But even better, if it is convenient for the student to hold this same pen, then the handwriting will soon stabilize. And for this, the body must be trihedral. Such pens and pencils for dysgraphics with a triple section to support three holding fingers are produced, for example, by the company /removed by the administrator/. There are trihedral pencils and felt-tip pens of the company /removed by the administrator/.
Unfortunately, it has not yet been seen that both "conveniences" are combined: both the triangle and the pimples. So buy a "pimple" pen and a triangular pencil.

I would also like to note that the stationery, which has some features, will be the subject of a little pride of the child in front of classmates, which can at least a little smooth out school failures.

Girls often like to buy pens with multi-colored, shiny, etc. paste, since they are allowed to write with them (at music lessons, labor, etc.). So let it be better for the dignity of the pen in the eyes of the child to be beautiful, colored, unusual shape case than a colored gel, from which ripples in the eyes and in the notebook. When buying a pen, check how it writes to see if the ink passes to the other side of the page.

Gel pens are considered the most suitable for dysgraphics (pressure is felt), but in the first grade they will most likely be banned from use: they often leak, freeze, and deteriorate. Therefore, at home, even for the smallest, it is useful to play a medieval copyist - to train to write with a pen and ink (if the parents do not know how, then you can ask your grandparents). "Pen" writing forms the correct position of the hand relative to the surface of the paper. At the same time, however, there is a fascinating opportunity to smear and smear the notebook, table, nose, knees, etc. in ink, so be careful.

SOME EXERCISES,
to help you overcome dysgraphia

I want to warn you that these exercises do not eliminate the problem, but they will help parents in overcoming dysgraphia, they will help the speech therapist in working on the defect.

Exercise "Proofreading".

For this exercise, you need a book, boring and with a fairly large (not small) font. A student every day for five (no more) minutes works on the following task: crosses out the given letters in a solid text. You need to start with one letter, for example, "a". Then "o", then consonants with which there are problems, first they also need to be asked one at a time. After 5-6 days of such classes, we move on to two letters, one is crossed out, the other is underlined or circled. The letters should be "paired", "similar" in the mind of the student. For example, as practice shows, most often difficulties arise with the pairs "p/t", "p/r", "m/l" (similarity of spelling); "g / d", "u / u", "d / b" (in the latter case, the child forgets whether the tail from the circle is directed up or down), etc.

The pairs necessary for working out can be set when viewing any text written by your child. When you see the correction, ask what letter he wanted to write here. More often than not, everything is clear without explanation.

Attention! It is better if the text is not read (therefore, a boring book is needed). All attention must be concentrated on finding the given appearance of the letter, one or two, and work only with them.

Exercise "Write aloud."

An extremely important and irreplaceable technique: everything that is written is spoken aloud by the writer at the time of writing and the way it is written, with underlining, highlighting weak parts.

That is, "More-Yo O-din ch-rez-you-cha-Y-but important-y-y-y-yom" (after all, in fact, we pronounce something like "LOOKING FOR ADIN EMERGENCY IMPORTANT PREYOM"). The example is simpler: "There was a jug WITH MILK ON THE TABLE" (a jug with malak was melting on the steel).
By "weak beats" here we mean the sounds to which, when uttered in fluent speech, the speaker pays the least attention. For vowels, this is any unstressed position, for consonants, for example, a position at the end of a word, such as "zu*p", or before a voiceless consonant, such as "lo*shka". It is also important to clearly pronounce the end of the word, since it is difficult for a dysgraphic person to complete the word to the end, and often for this reason the habit of “putting sticks” is developed, i.e. add at the end of the word an indefinite number of squiggle sticks, which, upon a cursory glance, can be mistaken for letters. But the number of these squiggles and their quality do not correspond to the letters of the end of the word. It is important to determine if your child has developed this habit. However, regardless of whether it exists or not, we are accustomed to the sequence and gradual pronunciation, we pronounce each recorded word!

"Look and understand" (punctuation for dysgraphics and not only).

Material for work - collections of dictations (with commas already set, and check that there are no typos).

Task: carefully reading, "photographing" the text, explain the setting of each punctuation mark aloud. It’s better (for middle and older ages) if the explanation sounds like this: “The comma between the adjective“ clear ”and the conjunction“ and ”, firstly, closes the adverbial turnover“...”, and secondly, separates the two parts of the compound sentences (grammatical bases: the first "...", the second "..."), connected by the union "and".

"Missing Letters"

Performing this exercise, it is proposed to use the hint text, where all the missing letters are in their places. The exercise develops attention and confidence in writing skills. For example:

To __ something, n__ m__ gl__ be __ and __ e__ and about t__ m, o__ y Lariosik __ to __ the hall_ i n_ ed __ those __. Ни в к__ем __л__ч__е н__ м__ж__т б__т__ н__ ст__ро__е Петлюры ин__ел__иг__н__н__й ч__л__ве__ в__об__е, а д__ен__льм__н, п__д__и__ав__ий ве__сел__й на с__мь__ес__т п__ть ты__я__ и п__сы__а__щи__ __ел__г__а__мы в __есть__ес__т тр__ с__ов__, в ч__ст__о__ти... М__ши__ным ма__ло__ и к__ро__и__ом на__лу__ш__м об__аз__м б__ли с__аза__ы и най-турсов кольт и Al_shin brown_ing. Lariosik, p__d__b__o Nikolka, s__su__il __uk__v__ and p__m__ga__ __maz__va__b and __k__dy__at__ all in d__in__u__ and __y__o__th hard_to__rob__u __z-__od ka__am__l__. __аб__та __ы__а сп__шн__й, иб__ каж__ому п__ря__оч__ому ч__ло__е__у, у__а__тво__авш__му в рев__лю__и__, о__ли__но и__в__ст__о, __т__ о__ы__ки пр__ __с__х вл__ст__х __ро__схо__ят от __ву__ ча__ов т__и__ц__ти __ин__т __о__и до __ести час__в п__тн__дца__и м__ну__ ут__а з__мо__ и от д__ен__дца__и ч__со__ но__и до __етыр__х __тра ле__о__. В__е __е ра__от__ з_-д__рж__ла__ь, бл__го__а_-я Лариосику, к__то__ы__, з__ако__я__ь с __с__ро__ст__ом де__ятизар__дн__го п__сто__ета с__с__ем__ Кольт, вл__ж__л в __у__ку __бой__у не т__м __онц__м и, __т__б__ в__та__ит__ е__, __он__до__ил__сь зн__чи__ел__но__ ус__л__е и __ор__до__но__ к__ли__е__т__о м__сл__. Кр__м__ то__о, пр__изо__ло в__ор__е и н__ожи__а__но__ пр__пя__ст__и__: к__ро__к__ со в__о__ен__ым__ в н__е ре__ол__ве__ам__, п__го__а__и Николки и Ал__кс__я, ше__ро__ом и __ар__о__ко__ __а__ле__н__ка А__ек__е__, к__р__б__а, в__ло__е__на__ в__у__р__ __ло__м пар__фи__ов__й __ум__ги и с__а__уж__ п__ в__е__ __в__м __бл__п__е__на__ ли__ким__ __оло__ам__ __ле__т__и__е__ко__ __з__ля__ии, н__ __ро__еза__а в ф__рто__к__.

Labyrinths.

Labyrinths well develop large motor skills (hand and forearm movements), attention, continuous line. Make sure that the child changes the position of the hand, not the sheet of paper.

Dictation must be written! Only in a special way.

1. Extremely slow!

At the initial stage of eliminating dysgraphia, a dysgraphic applicant should spend at least an hour on writing a 150-word dictation. Why so long? This is evident from the following points.

2. The text is read in its entirety. You can ask what spelling / punctogram this text is. Your ward is unlikely to answer, because he has already decided that this is "not for him", so remember and slightly point to them yourself, find out if the concepts of "unstressed vowels" and "participial / participle turnover" are known.

Then the first sentence is dictated. Ask the student to name the number of commas in it, try to explain them. Do not insist, prompt, encourage the attempt to give the correct answer. Ask to spell one or two difficult spelling (or just long) words. Only later (after two or even three or four readings).

3. The sentence is dictated in parts and recorded with the pronunciation aloud of all the peculiarities of pronunciation and punctuation marks.

What can't be done?

Children with dysgraphia tend to have a good visual memory. Therefore, in no case should they be offered exercises where it is required to correct the mistakes that were originally made. Performing such exercises can have a detrimental effect (due to the same visual memory) on students who have the skill of literate writing.
DO NOT OFFER CHILDREN TO CORRECT MISTAKES, TEACH THEM NOT TO MAKE MISTAKES. The essence of correcting dysgraphia is to eradicate the very idea that these same mistakes can be made when writing. The text with errors once again shows the child that mistakes are possible, even, perhaps, useful in some way. Let's forget about it...

Thank you for your attention!

Bibliography:

1. Ananiev B. G. Analysis of difficulties in the process of mastering reading and writing. Izvestia APN R.- SFSR1950.-Vol.70
2. Levina R. E. Writing disorders in children with speech underdevelopment. - M., 1961
3. Sadovnikova I. N. Violation of written speech in junior schoolchildren. - M., 1983

« Speech readiness to schooling"

The purpose of the speech : to draw the attention of parents to the shortcomings of speech in children, to reveal the impact of these shortcomings on academic performance, primarily in the Russian language and reading.

Speech text:

Dear parents, I am glad to welcome you to our school. My presentation will be devoted to the speech readiness of preschoolers for learning.

Learning is based on the cognitive process. It is known that the top of cognitive processes is thinking and speech. Speech is a form of thought. And the success of the child in mastering absolutely all subjects of the school curriculum depends on how speech is developed, but first of all, of course, the Russian language and reading.

It is very important that by the beginning of schooling the child has formed all the components of the speech system: the sound side of speech, the grammatical structure, the lexical side of speech, coherent speech.

Let's take a closer look at each of them.

1. The sound side of speech (sound pronunciation).

The child must be able to:

Pronounce all speech sounds correctly.

Pronounce words and phrases with complex sound and syllabic content clearly and distinctly (for example, motorcyclist, traffic controller).

Speak loudly or quietly, or even in a whisper, depending on the situation.

Change the pace of speech (speak slowly or quickly).

Violation of sound pronunciation eventually leads to the fact that the child writes as he pronounces. Substitutions and omissions of letters appear on the letter, corresponding to substitutions and omissions of sounds in oral speech, as well as errors in reading.

There is an opinion that a speech therapist is a specialist who teaches children to pronounce sounds correctly. Correct pronunciation of sounds is just the tip of the iceberg. The main work of a school speech therapist is the prevention and correction of writing difficulties. Therefore, already now, without waiting for admission to school, parents should seek help from a speech therapist in a clinic, in a kindergarten, in institutions social sphere if you still, knowing about the violation of the speech of your child, have not done this. If in doubt - sign up for a consultation.

2. Lexical side of speech (vocabulary).

The child must be able to:

Choose the right words;

Express your thoughts clearly various facts into a whole;

Differentiate the designations of objects and classify them (for example, “a passenger car and a truck, and not just a car”, “winter and summer shoes”; tomato, cucumber, potatoes are vegetables);

Use complex words (for example, long-legged, lop-eared);

Use epithets (for example, an open field);

Pick up metaphors (for example, a cloud of mosquitoes);

Use words and phrases with figurative meaning(for example, headlong);

Select synonyms (for example, brave - brave - brave);

Choose antonyms (high - low, long - short).

Underdevelopment of the lexical side of speech affects reading comprehension, even with technically correct reading. Such children hardly realize the meaning of the read words, sentences, text. Metaphors and comparisons are especially difficult. In high school, errors occur in the selection of test words in writing.

3. The grammatical side of speech ( word-formation and word-formation skills).

Word Skills:

The child must be able to:

Change nouns according to cases and numbers (for example, sledges, on sledges);

Use various prepositions;

Coordinate nouns with adjectives in gender, number, case (for example, a blue towel);

Coordinate nouns with numerals (for example, one pencil, two pencils, five pencils);

Use verbs correctly (for example, I run, you run, he (she) runs).

In connection with the underdevelopment of this component of speech, the following agrammatisms can be observed:

Errors in case endings and when the number of nouns changes (for Borya - “at Borya”, many trees - “many trees”, on a sledge - “on a sledge”);

Omissions, substitutions of prepositions (above the table - “on the table”, went to the forest - “let's go to the forest”);

Negotiation errors ( White House- “white house”, “five cherries - “five cherries”, blue towel - “blue towel”).

Word formation skills:

The child must be able to:

Form words with the help of diminutive and affectionate and magnifying suffixes (for example, eyes - eyes - eyes);

Form verbs with the help of prefixes (for example, walked - went out - moved - walked around);

Form the name of baby animals;

Form relative and possessive adjectives from nouns (for example, raspberry - raspberry, fox - fox).

If a first-grader does not have word-formation skills, then the following can be observed in writing:

Suffix substitutions (goats - "goats");

Replacement of prefixes (overwhelmed - “overwhelmed”).

4. Connected speech.

The child must be able to:

Communicate freely with adults and peers;

Maintain a conversation on topics accessible to age;

Talk about experiences;

Retell the content of a fairy tale, story;

Describe the surrounding objects;

Reveal the content of the picture.

Violation of coherent speech is expressed in the difficulties of retelling, in compiling a story, in writing essays and presentations.

Thus, the well-developed speech of a first-grader will serve as a means of successfully teaching him not only in writing and reading, but in other subjects at school. And the violations of oral speech listed above indicate that without purposeful speech therapy work to correct deficiencies in the development of all components of speech, it will be difficult for children to learn school curriculum, they may have a negative attitude towards learning, because it is important for a child to feel complete, successful.

It is characteristic that the child cannot overcome these violations on his own, without corrective and developmental training. The work of a school teacher-speech therapist is aimed at providing such assistance.

Students are enrolled in speech therapy center according to the survey results.

The main task of parents is to pay attention in time to various violations of the oral speech of their child in order to start speech therapy work with him before school, to prevent communication difficulties in a team and academic failure. I will not tire of repeating to all parents that the sooner a properly organized corrective work, the better the result.

Child's speech important feature his personality. From its development depends on how it will grow. And let your child's speech be correct, beautiful and perfect.

I wish you only pleasant and joyful memories from meeting with the school!

Speech by a speech therapist teacher at the first parent meeting-lecture for parents of first-graders in a secondary school

Recently, there has been an increase in the number of children with disorders of various etiology, nature and severity in the general education school. Previously, the problem of preparing and adapting children to school was not as relevant as it is now. The transition from kindergarten to school for a child was a bright, joyful life period. It would seem that in those years the development of preschoolers was not given such attention as it is today. And parents were not so keen on the early development of their abilities.

But what is happening now?

The annual monitoring of the state of oral speech among first-graders of our school since 2000, which takes place in the first month of the school year, fixes the growth of speech pathologies.

A month ago, as always, preparing for a speech therapy examination in the first grades, I assumed and hoped that the problems associated with the sound pronunciation of your child were resolved even in the preschool period. But I was wrong, this year the percentage of children with speech disorders was 58%. Those. half of the first graders need speech therapy. And as you understand, one speech therapist in our school cannot cope with so many children. Probably, each of the parents sitting here was a little horrified by this situation.

And the first question is what to do!? The only answer is to solve speech problems together.

The most favorable period for the development of the intellectual and creative abilities of a person is from 3 to 9 years, when the cerebral cortex has not yet been fully formed.

Premature education of a child is unacceptable, since as a result minimal brain dysfunction can be formed (one part of the brain develops faster at the expense of another).

This leads in the future to failure in learning, poor memory, distracted attention, and problems in the emotional sphere.

During the period of schooling, when much higher demands are made on speech, a child with an insufficient level of speech development finds himself in a very difficult position.

So, for example, the poverty of the vocabulary and the inaccuracy of understanding the meanings of many words, the inability to feel their semantic relationship do not allow him to master many grammatical rules.

In particular, a child with a poor vocabulary may simply have nothing to select test words from when studying grammatical rules.

And the roots of all these difficulties must be sought not in the nature of schooling, but in the unformed speech of the child during his preschool development.

So, I briefly listed the consequences of inferior speech development.

Now, with regard to the development of basic mental functions:

For a child to be successful in mathematics, it is necessary to develop logic, thinking, analysis;

- Drawing, drafting, geometry require the development of attention, perception, spatial orientation;

Oral subjects - the development of memory, attention, speech, and all other mental processes.

Those. no memory (cannot remember 5-7 words that you slowly dictated to him),

if the child is not used to completing the task to the end and the parents do not require him to finish it,

if the child does not know how to concentrate, is constantly distracted,

if he does not know where the left side is, and where the upper right corner is, etc.

Why be successful in learning. If the most developedrequired features?

And the problem is not that you don't know how to help your child, but that you don't want to. As always, we don't have time. I understand you perfectly, but I support the opinion that it is better to warn than to suffer for a long, long time: to correct, correct, complain: “Oh, you should have studied earlier, when time still allowed, when you can develop both memory and attention in a child, and logic and speech.

In my speech, I wanted you to remember those exercises, games that will help your children.

So, I will give just a couple of games as an example: 1. Name any few objects, slowly, the child must repeat them. Did it - name 1 item more, etc.

2. What is the difference between the pictures, find the similarities and differences (Picturesfound in any children's crossword magazine).

Absolutely all parents are concerned about the issue of mastering literacy, writing, how to prevent mistakes in the Russian language and reading.

So, so that your kids do not come to me in 2nd grade with such problems, I suggest paying attention to the following.

1. One of the first tasks that a child encounters when he begins to learn to read and write is the need learning letters. But what does it mean to "learn the letters"?

Usually, at the word “letter”, the letter itself, its visual image, involuntarily pops up in our minds. However, it is important to understand here that the process of assimilation of letters is not limited to memorizing alphabetic characters. After all, each letter sign is not important in itself. Its purpose is to use it to designate a well-defined sound of speech.

What has been said means that in order to learn letters, the child, first of all, must be able to distinguish well by ear all speech sounds, without mixing them with each other.

Only under this condition will he be able to firmly connect a specific acoustic image of each speech sound with a completely specific image of a letter.

And only after this connection, the child will be able to voice each letter without difficulty when reading and easily select the desired letter in the process of writing.

Therefore, one of the necessary prerequisites for the successful teaching of a child to read and write is the development of his auditory function. This includes:

development of phonemic hearing;

auditory differentiation of speech sounds (raise your hand if you hear the sound "C", clap your hands if you hear the sound "3");

as well as the initial forms of sound analysis and synthesis of words (what is the first sound in the word "BALL" - the sound мЬ, what is the last one, in the middle?).

and syllable structure.

Many of your children cannot repeat difficult words: policeman, bicycle, aquarium, motorcyclist, etc.

I understand that this is the task of a teacher, but without the help of parents through home training it is very difficult for a child to understand and consolidate this for a long time.

In order for a child to learn to distinguish letters that are similar in appearance, he must have well-formed visuospatial representations. This means that the following should be available to him:

First, he must distinguish objects and geometric shapes by their shape (round, oval, etc.); in size (large, medium)

and own such concepts as more-less, long-short, higher-lower, wider-narrower.

Be able to determine the location of objects and geometric shapes in space in relation to each other, i.e. understand the spatial relationships between them: high-low, above-below, far-close, front-back.

Without a sufficiently subtle, differentiated visual perception, visual analysis, he will inevitably encounter great difficulties in the process of assimilation of alphabetic characters.

So far, there are no difficulties, but when the children begin to write words, sentences, they will definitely appear.

2. In order for a child to get a real opportunity to master written speech, he must still be good at oral speech is developed.

From a speech point of view full-fledged oral speech, which can serve as a reliable basis for mastering writing, is understood as the following:

1) Correct pronunciation all speech sounds. Now you know that half of your children burr, lisp, etc. What do I suggest. Please choose a time when you can come to me with your child. For each of you, recommendations will be given on how to eliminate defective sounds, as well as how to automate them in speech.

A first grader (while there is still time) can learn by imitation. Show how to pronounce several times.

It is possible that in some words the child says a certain sound, in some it does not - there is only your control over his speech. There is a process of fixing the correct pronunciation of sound in everyday life.

Some of you think that there is nothing wrong with the fact that the child does not pronounce the sound. Only he will understand who himself once had or has such a problem. When a child rearranges words so that the pronunciation of a defective sound is not noticeable ... And what awkwardness, shame, embarrassment, resentment a child experiences when instead of “boat” he says “vodka” to the whole class ... And the child grows, matures, falls in love, gets a job . Is he always "handy" for his speech?

2)Pay attention to speech mode in the family. In particular, the fact that parents need to contribute as actively as possible to the accumulation of children's vocabulary.

Being next to the child: talk to him, constantly pay attention to the surrounding objects, talk about their origin, purpose. Let your child not be afraid to ask about incomprehensible words.

3) For the full development of speech, it is necessary grammatically correct skillmake proposals, that is, to connect individual words to each other to express a complete thought. Pay attention to endings, matching parts of speech. We often hear from children: “beautiful sun”, “2 companies, 5 chairs, a rooster’s tail, etc.”

And finally, what I would like to draw your attention to is motility.

We noticed that children of 6-7 years old who come to school, unfortunately, have an extremely low level of development of motor skills, which is very clearly manifested in the inability to draw a straight line, write a printed letter according to a model (the so-called "trembling line"), cut out of paper and carefully glue, draw. Also, coordination and accuracy of movements are not formed, many children do not control their bodies.

It has been proven that there is a direct relationship between the development of these skills and the level of general mental, intellectual and, of course, speech development of the child (namely, as finger motor skills are developed, articulation will be developed as well - fingers are well developed = muscles of the tongue are also developed! ).

Our teachers have had the opportunity to be convinced of this more than once from their own experience, and parents with older children: if a child is able to correctly and accurately reproduce graphic material (letters and their elements, numbers, lines), then he masters the curriculum much more successfully in in general, and vice versa, the worse these skills are developed, the more trouble such a child causes.

He does not keep up with the pace of work in the classroom, he receives grades worse than those he can count on, hence the dirt in notebooks, typos, corrections, and strikethroughs.

However, many future school problems can be prevented if we can influence the child's motor development, teach them to relax, remove muscle clamps, and develop fine motor skills of the fingers.

Firstly, if you see that the child is trying too hard, tense, come up, calm down, stroke, massage his muscles.

Drawing graphic samples (geometric shapes or various patterns). Watch TV, draw a couple of intricate patterns. And tell the child with interest: “Would you like to draw the same one for the weak ?!”

Cutting out shapes from paper along the contour, even pictures, photographs from old magazines, newspapers. The main thing is that the cutting should be smooth, without tearing the scissors off the paper.

Coloring and shading. Here you just need to buy ready-made coloring books.

You bought plasticine for school, but do you have it at home? There is - great.

Design and work with mosaics. Puzzles have a great developmental value.

Laying out figures from matches. Hold a home contest: "Who has the deepest well?" The winner gets a prize!

Making figurines from fingers. Ask the child to close his eyes. You fold the figure from the fingers of his left hand, now ask the child to make exactly the same figure only from the fingers of his right hand.

Mastering crafts (embroidery, knitting, sawing, burning, weaving, etc.)

It turns out: demonstration to parents And every time we add more offers.

Dear Parents! Teaching literacy, reading and generally the beginning of school life is the most crucial period in your baby's life.

And how well it will pass depends largely on you, your patience, kindness, affection.

I encourage you to take a genuine interest in everything related to learning. In no case do not allow rough "pressure", tactlessness and other negative aspects in communicating with your student.

Let your child believe in themselves. Let him feel his success every day, make some small “discoveries” for himself.

Let him think, show initiative, creativity: try to go from the desires of the child and do not suppress him with your learning! You, too, were small, and also knew nothing.

Help him grow and develop. Do not regret the time spent. It will pay off many times over.

Be friends, respect and love your children!

Literature:

1. Paramonova L.G. "Your child is on the doorstep of school: How to prepare your child for school." - FROMPb.: KARO, Delta, 2005.- 384 With: ill. - (Series "Correctional Pedagogy").

2. Sirotyuk A.L. “Correction of the development of the intellect of preschoolers. - M .: TC Sphere, 2001. - 48s.

3. Bezrukikh M.M. “Steps to the school: book. for teachers and parents / M.M. Armless. – 5th ed., stereotype. - M .: Bustard, 2006. - 254s

Speech at the parent meeting of future first graders with the topic: "Speech readiness for school"

Coming to the first grade, the child must have an appropriate level of speech development.

What you need to pay attention to:

Speech communication
Connected speech
Dictionary
Grammar
Pronunciation

Speech communication is when a child is quite active in communication, knows how to listen and understand speech, build communication taking into account the situation, easily get in touch with children and adults, express his thoughts clearly and consistently.
By the age of 7, the child has a well-developed coherent speech. He should be able to retell small unfamiliar stories and fairy tales.

When retelling, pay attention to the child of the text.

He must correctly form the main idea, consistently and accurately build a retelling, be able to use complex sentences, there must be no hints along the way for the retelling.
By the age of 7, a child has a fairly large vocabulary. In his speech, he must actively use antonyms (sad - cheerful, run - stand), synonyms (horse, steed, stallion, racehorse), etc.
Grammar - by the age of 7, a child should be able to understand and distinguish between grammatical constructions.
Example: Dad read the newspaper after having breakfast. What did he do first?
The hunter runs after the dog. Who is running ahead?
And also to form words correctly.
Example: Plum jam - plum, straw hat - straw.
The fox has cubs, the lion has cubs.
Sound pronunciation. Coming to school, the child should not skip, distort, replace sounds with other sounds.
At the age of 7, the child pronounces all the sounds of his native language in words, in phrasal speech.
remember, that correct speech- one of the indicators of a child's readiness for school, the key to the successful development of reading and writing.

Mastering the skills of writing for first graders presents quite a few difficulties. Graphic movements are carried out by small muscles of the hand, which are not yet sufficiently developed. For children, this work is difficult and tiring. For the proper functioning of the brain when writing, massage of the fingertips is very important. Therefore, it is good if the place of the “grip” of a pencil or pen is covered with pimples, they were trihedral.

To make it convenient for the student to hold the pen, then the handwriting is more likely to stabilize.

(show pen and pencil)

Presentation at parent meeting. Senior preschool age.

Topic: How does a child's speech develop. Is your child speaking correctly?

At this age stage, the improvement of all aspects of the child's speech continues. The pronunciation is becoming cleaner, the phrases are more detailed, the statements are more precise. The child not only identifies essential features in objects and phenomena and establishes cause-and-effect relationships.
The implementation and expansion of the dictionary is carried out not only at the expense of nouns denoting objects, their properties and qualities, but also at the expense of the names of individual parts of the body, details of objects, verbs. For a year the dictionary increases by 1000 -1200 words. Many words from the passive stock go into the active vocabulary.

A good test and indicator of vocabulary proficiency is the ability to:

select words that are opposite in meaning (antonyms) - input - output, good - bad, fast - slowly, speaks - is silent.
Match adjectives to nouns (What kind of rain can it be? Cold, strong, mushroom, small, short-term.)
Adverbs to verbs (How can a boy speak? Quickly, well, slowly, clearly, quietly, loudly)
Words close in meaning are synonyms (walk-walk, walk, stomp, pace)

Offering such tasks to children, we learn what vocabulary he owns.
Connected speech is improved through simple and complex sentences. The child uses correctly Genitive nouns in plural(windows, lamps, pencils) Adjectives from nouns (iron key - iron, glass jar - glass)

However, there are still grammatical errors in the child's speech. The grammatical correctness of a child's speech largely depends on how often adults pay attention to the mistakes of their children, correct them, giving the correct sample.

At this age, speech becomes more and more clear, fairly detailed, logically consistent. The child is able to convey the content of the picture, describe the events.

The child correctly pronounces all the sounds of the native language, clearly pronounces the words.
Clarity, intelligibility of speech largely depends on how quickly the child speaks. In children who speak quickly, as a rule, speech is less distinct. Children with accelerated speech often do not pronounce in words individual sounds, do not say the endings, “swallow” even individual words. Defects in the structure of the articulatory apparatus or insufficient mobility of the tongue can cause incorrect pronunciation of sounds.

The change of milk teeth to permanent ones is often reflected in the pronunciation side of speech.
With children who have deficiencies in sound pronunciation, individual sessions with a speech therapist 2-3 times a week. These classes are aimed at developing the mobility of the articulatory apparatus, phonemic perception, on the production of sounds or their consolidation, introduction to speech.

So, by the time the child enters school, he masters the correct sound design of words, pronounces them clearly and clearly, and has a certain vocabulary. Builds sentences of various constructions, coordinates words in gender, number, case, freely uses monologue speech.
Retells small fairy tales, stories.
All this makes it possible for the child to successfully master the program material when entering school.

Speech at the parent meeting for first graders

Topic: "The influence of a child's sound pronunciation on written and oral speech.»

It must be remembered that a student’s oral speech (especially lower grades) must be developed not only in terms of expanding the vocabulary and designing its grammatical side, but also in terms of special training in its external sound design: the education of rhythm, clarity of sound pronunciation, intonational expressiveness.

Children who have a violation of sound pronunciation (mixing and replacing sounds) subsequently face difficulty in mastering sound analysis words, and as a result - poor performance in writing and reading.

The nature of errors associated with incorrect sound pronunciation among students is diverse:

Substitutions
Missing vowels and consonants
Omissions of syllables and parts of a word
Permutations
Additions
Separated spelling of parts of a word

A child's mastery of the skills of analysis and synthesis of words is one of the important tasks literacy training. Without the ability to combine sounds (letters) into syllables and words, to isolate sounds (letters) from a word, to determine their place and number in a word, a child will not learn to read well and write correctly.
How are speech correction classes carried out?

Correction is carried out in stages and sequentially.

First, the speech therapist prepares the organs of articulation for the production of sounds.
Articulatory and fine motor skills develop.
Tasks are given for the development of phonemic hearing (i.e., must hear these sounds and isolate them from the flow of speech)
For the production of a directed air jet
Setting sounds for each individually (by imitation or using spatulas)
The set sound is introduced into syllables, words, phrases, into the text.
At the very last stage, we teach children to distinguish between mixed sounds that are close in sound (s-sh, r-l)

Dynamics of elimination of manifestations speech disorder may be different for everyone.

All speech work goes with the use of games, pictures, manuals.
Classes must be carried out systematically, at least three times a week, consolidating the material in Everyday life. Make sure that the child pronounces sounds clearly and distinctly, repeating after the adult. Ask to repeat several times to reinforce the correct pronunciation. At the end, be sure to praise for the effort.
Wish you success!

Memo to parents for organizing classes on the instructions of a speech therapist

To consolidate the results of speech therapy, your children need constant homework.
Classes should be short and regular, be entertaining, not compulsory.
It is necessary to determine who exactly from the adult environment will deal with them on the instructions of a speech therapist.
When receiving an assignment, carefully read the content, make sure that you understand it.
It is necessary to support the child's desire to engage, stimulate him to further work, encourage success, teach to overcome difficulties.