Exercises for the correction of dysgraphia in adults. Logopedic deviation - dysgraphia in younger students: correction methods and effective exercises

Introduction……………………………………………………………......................……..2

Chapter 1. The concept of dysgraphia as a partial specific violation of writing …………………………………………………………… .......four

1.1 Features of dysgraphia, causes, forms………......................4

1.2 Methods for the prevention of dysgraphia……………………………………..............9

1.3 Correction of dysgraphia: exercises for use in Russian language lessons……………………………………………………………………........... .....12

Chapter 2

2.1 Description of the methodology used to study the written speech of students…………………………………………………………………………….17

2.2 Description of the methodology and the results obtained…………………………………………..19

Conclusion………………………………………………………………......................23

References………………………………………………………..............25

Introduction

Studies show that over seventy years the number of younger students experiencing learning difficulties has increased from 8.7% to 70% and continues to grow. Typical manifestations- poverty vocabulary, inability to correctly retell the text and build a sentence, a lot of mistakes in writing. At the same time, children spend unreasonably much time and effort on homework. As a result, they have practically no free personal time, emotional and physical fatigue accumulates. The reasons are the unformed attention and fine motor skills, the lack of reading skills and independence of action. Consequence - aversion to study already in primary school. Additional classes for the development of lagging functions, as a rule, take away the remnants of strength and emotions from the child.

It is these children who need to be given classroom and homework assignments in a form that activates the parts of the brain responsible for automatic reading and writing skills. Given the above facts, we can talk about the relevance of the topic we have chosen for consideration and study within the framework of this term paper.

On violation of reading and writing as an independent pathology speech activity drew the attention of A. Kussmaul in 1877. Then many works appeared in which descriptions of children with various reading and writing disorders were given. Of the early works of domestic authors, the works of neuropathologists R.A. Tkachev and S.S. Mnukhin. In the 30s. In the twentieth century, reading and writing disorders are beginning to be studied by psychologists, teachers, defectologists. During this period, a certain relationship is emphasized between these disorders, on the one hand, and defects in oral speech, on the other.

The purpose of this course work is to identify methods for correcting dysgraphia in students in Russian language lessons. In accordance with this goal, the following tasks can be put forward for consideration:

Analyze the relevant pedagogical, psychological and speech therapy literature on this topic;

To identify, using diagnostic methods, types of dysgraphia in 3rd grade students;

To characterize the main methods and techniques for correcting dysgraphia in Russian language lessons.

The study on the topic of the term paper was conducted on the basis of the schools of the Shumilinsky district. It was attended by 50 students of grade 3 with dysgraphia. This study aimed to identify types of dysgraphia in 3rd grade students.

The primary individual examination of each child who turned to professionals for help was of a complex nature and was carried out by different specialists: a neurologist, a psychiatrist, doctors of functional and instrumental diagnostics, psychologists, defectologists, and a speech therapist. Since the examination data of all children are recorded in one card, and the speech therapist and defectologist look at them last, in the course of our examination we had the opportunity to use the data of all specialists, including taking into account the anamnestic information collected by doctors.

Chapter 1. The concept of dysgraphia as a partial specific violation of writing

1.1 Features of dysgraphia, causes, forms

With the beginning of schooling, some children find it difficult to read and write. The children experience difficulties in learning the Russian language, although they do well in mathematics and other subjects where, it would seem, more intelligence is required. Such difficulties are most often the result of a partial specific violation of writing - dysgraphia.

Normal writing is a complex form of speech activity, a multilevel 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 components (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.

Automated hand movements are the final step in the complex process of translating spoken language into written language. The writing process has a multi-level structure, includes a large number of operations. In an adult, they have an abbreviated, folded character.

The letter begins with a motivation, a motive, a task. A person knows what he writes for: to fix, save information for a certain time, transfer it to another person, induce someone to act. He mentally represents the plan of the written statement, the semantic program, the general sequence of thoughts.

One of the most difficult operations of the writing process is the analysis of the sound structure of a word. To spell a word correctly, you need to determine its sound structure, the sequence and place of each sound. The sound analysis of a word is carried out by the joint activity of the speech-auditory and speech-motor analyzers.

On the early stages mastering the skill of writing, the role of pronunciation is very large. It helps to clarify the nature of the sound, to distinguish it from the original sounds, to determine the sequence of sounds in the word.

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

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

The lack of formation of any of these functions can cause a violation of the process of mastering writing - dysgraphia.

The question of the etiology of dysgraphia is still debatable. Many scientists (M. Lamy, K. Lonay, M. Sule) note a hereditary predisposition. They believe that this is due to the fact that children inherit from their parents a qualitative immaturity of the brain in its individual areas. This immaturity manifests itself in specific delays in the development of a particular function. But most researchers studying the etiology of dysgraphia note the presence of pathological factors affecting the prenatal, natal and postnatal period. The etiology of dysgraphia is associated with the effects of biological and social factors.

Functional causes may be related to the impact of internal (for example, long-term somatic diseases) and external (incorrect speech of others, lack of speech contacts, bilingualism in the family, insufficient attention to speech development child from adults) factors that delay the formation of mental functions involved in the process of reading.

Dysgraphia is often caused by organic damage to the areas of the brain involved in the writing process (alalia, dysarthria, aphasia).

With dysgraphia, children of primary school age hardly master the letter: the exercises they performed, dictations contain many grammatical errors. They don't use capital letters, they don't use punctuation, they have terrible handwriting. In middle and high school, children try to use short phrases with a limited set of words when writing, but they make gross mistakes in writing these words. Often, children refuse to attend Russian language classes or complete written assignments. They develop a sense of their own inferiority, depression, in the team they are isolated. Adults with a similar defect have great difficulty composing greeting card or a short letter, they try to find a job where you don't have to write anything.

In children with dysgraphia, individual letters are incorrectly oriented in space. They confuse similar letters: "Z" and "E", "P" and "b" (soft sign). They may not pay attention to the extra stick in the letter "Sh" or the "hook" in the letter "Sh". Such children write slowly, unevenly; if they are not in the mood, then the handwriting is completely upset.

In dysgraphic children, the lack of formation of many mental functions is noted: visual analysis and synthesis, spatial representations, auditory-pronunciation differentiation of speech sounds, phonemic, syllabic analysis and synthesis, lexico-grammatical structure of speech, memory disorders, attention, successive and simultaneous processes, emotional-volitional sphere.

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 incorrect pronunciation, fixes it in writing. 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 on the basis of a violation of 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;

Rearrangement of letters and (or) syllables;

Missing words;

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

Repetition of letters and (or) syllables;

Contomination - syllables in one word 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 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.

It is worth highlighting the main mistakes that are most common in writing:

Missing letter elements (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 spelling.

1.2 Methods for preventing dysgraphia

Prevention of reading and writing disorders should be carried out from preschool age, especially in children with speech disorders, mental retardation, mentally retarded and other categories of abnormal children. Work is underway to develop visual-spatial functions, memory, attention, analytical and synthetic activity, to form language analysis and synthesis, vocabulary, grammatical structure, to eliminate oral speech disorders.

The issue of prevention of dysgraphia should be given special attention, since it is the path of prevention that should become the most basic in solving this problem. Already at preschool age, according to a number of signs, it is possible to foresee in advance which of the children is “threatened” by the appearance of dysgraphia. There are some signs that are characteristic of children of the "risk group":

"Chain" of peri- and postnatal hazards;

Late and abnormal development of oral speech;

Impaired mental function;

Pronounced immaturity of visual abilities;

Bilingualism.

If we turn to the purely speech therapy (pedagogical) side of the problem, which is directly related to the tasks of teaching literacy, then such literally on the surface signs (prerequisites) of future dysgraphia are the following:

Absence and instability of auditory differentiation of acoustically similar sounds;

Replacements in oral speech of some speech sounds with others;

Lack of formation by the senior preschool age of the simplest forms of phonemic analysis of words;

Lack of formation of visual-spatial representations and visual analysis and synthesis;

Lack of formation by the beginning of schooling of grammatical systems of inflection and word formation.

It is these five signs that are called the prerequisites that underlie each of the five most common in practice. speech therapy work types of dysgraphia. The detection of all these signs, as well as overcoming each of them, is quite accessible even to non-specialists [paramon; 59].

About the prevention of such types of dysgraphia as acoustic, articulatory-acoustic, on the basis of a violation of the analysis and synthesis of the speech flow and optical, one can speak only at preschool age, while the prevention of agrammatic dysgraphia is possible even in the first two years of the child's schooling, before the transition to morphological principle of writing. After the expiration of these terms, it will not be about prevention, but about the elimination of already manifested dysgraphia of one kind or another.

To solve the main problems of preventing dysgraphia, the entire social environment surrounding the child must be "developing", that is, it must provide a sufficient number of auditory and visual impressions, it must contain objects that can attract and hold the child's attention, stimulate the development of his cognitive and mental activity. Properly selected toys, and later games, can be of great help in this. An indispensable role is played by warm emotional communication with the child of the adults around him, which should begin from the pre-verbal period.

Particular attention should be paid in the early period to the full development of oral speech, since it is precisely this that is the main base on which written speech will be built in the future.

Since literacy is taught according to the sound analytical-synthetic method, a child entering school must first of all have a clear auditory differentiation of all speech sounds, including acoustic and close ones.

To prevent violations of auditory differentiation of sounds, it is necessary from the very beginning early childhood gradually "accustom" the child's auditory analyzer to more and more subtle work, for which it is advisable to use such methods, for example:

Teaching to distinguish between various non-speech sounds (rustling, alarm clock or phone ringing, clock ticking, rain noise, knocking on the door);

Education of the ability to determine the place of the sound source (you can call the child from one side or the other, or make some sound in different directions from him).

All these exercises, carried out in the form of a game, already in the first year of life, will teach the child to listen to a wide variety of sounds and distinguish them from each other, which in the future will also help to distinguish between speech sounds. The latter is a necessary condition for mastering the correct sound pronunciation.

In addition to educating auditory differentiation of sounds, in terms of preventing dysgraphia, it is also very important to work on the development of articulatory motor skills, especially since most children suffering from sound pronunciation disorders have erased dysarthria, which is often included in mixed forms of sound pronunciation disorders.

During the formation of speech in a child, it is very important to develop fine manual motor skills in him, since active movements of the hands (especially the hands and fingers) activate the speech sections of the cerebral cortex, which means they stimulate the speech development of the child.

1.3 Correction of dysgraphia: exercises for use in Russian language lessons

Dysgraphia correction includes the following steps:

1. Correction of defective sounds (additionally by a speech therapist in the presence of such a complication);

2. With a Russian language teacher using special methods:

Formation of phonemic perception and attention to words when reproducing oppositional phonemes in writing;

Formation of sound-letter analysis;

Word synthesis;

Development of the ability to analyze and synthesize words;

Development of the ability to construct phrases and coherent statements, the pace of writing;

Vocabulary expansion.

To correct dysgraphia in younger students, it is necessary to conduct strictly targeted work with them for a sufficiently long time and, necessarily, using a large amount of carefully selected speech material of the same type. In order to correct dysgraphia in Russian language lessons, you can use a number of exercises that we present in this paper:

1) 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 a child. When you see the correction, ask what letter he wanted to write here. More often than not, everything is clear without explanation.

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.

2) 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 deaf 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.

3) Exercise "Look and understand" (punctuation for dysgraphs 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"".

4) Exercise "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__.

5) Exercise "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.

6. Exercises "Sound analysis in the "scanning technique" (the task is performed without first reading the word):

Look at the word;

Look at the middle letter in this word (for example, q in the word "boat");

Looking at the middle letter, you will also see the letter on the right (k) and on the left (o);

Continue the exercise, adding letters to the right and left, until you get the whole word;

Name a word.

After you have completed work with five to ten words, you can conduct an auditory dictation of these words.

Vocabulary for sound analysis(3rd-4th grades).

Active, aroma, automobile, agronomist, neatly, appetite, furrow, bulldozer, ahead, biography, everywhere, quiz, turn, magician, gallery, citizen, newspaper, burn, horizon, twenty, delicate, twelve, dialogue, trust, director, goodbye, drive, wish, iron, painting, sow, here, farming, reserve, from afar, engineer, initiative, exposition, image, calendar, constitution, skates, bed, calligraphy, caricature, reel, easy, fox, locomotive, slowly , metal, frost, pulp, uninteresting, insincere, ugly, untidy, clumsy, distrustful, dishonest, impolite, back, left, right, eyewitness.

Chapter 2. Diagnosis of dysgraphia in primary school students

2.1 Description of the methodology used to study the written language of students

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. However, this "help" is often so great that it completely distorts the real state of affairs and masks all the difficulties that the child has.

To study the characteristics of the written speech of students, the section of the methodology of L.S. Tsvetkova, T.V. Akhutina and N.M. Pylaeva, aimed at checking written speech. It consists of three series, which are somewhat different when presented to students in grades 1 and 2-3 grades.

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.

Instructions for the child: you need to answer the questions:

how many words are in the sentence "a birch grew near the house"?

what is the second word in this sentence?

how many syllables are in the word cancer?

How many syllables are in the word "car"?

What is the third syllable in the word "car"?

How many sounds are in the word cancer?

How many sounds are in the word hat?

What is the third sound in the word school?

what is the sound after "sh" in the word "school"?

Second series: Aimed at evaluating writing. Students of 2-3 are offered a small dictation. The texts of the dictations are taken from I.N. Sadovnikova. When analyzing the results, the number of dysgraphic errors and their types, as well as the number of non-dysgraphic errors, are taken into account.

Instructions for the student for the second series of the test:

I will dictate and you write. Autumn has come. Cold wind is blowing. The sun shines dimly. Often it's raining. There is silence in the forest.

Migratory birds build their nests on tall trees. It often rains heavily in autumn.

Third series: Tests reading skills. For reading to students of the 3rd grade, the text “How I caught crayfish” was offered. Performance is evaluated according to three criteria: speed, correct reading and understanding of the meaning of what was read. Instruction for students: read the text:

There are two streams in our village. Many crabs live in them. Boys catch them with their hands under stones, in holes between roots or under the shore. Then they boil them and feast on them. I got one crayfish from my friend, and I really liked it, it was very tasty.

I also like to catch crabs. But it's easy to say, but difficult to do. Crayfish have their own weapons - claws, with which they pinch properly. Besides, I was afraid to stick my hand into the hole between the stones. After all, you can touch a frog or even a snake! My friend advised me how to catch crayfish in a completely different way ...

You need to tie rotten meat to a long stick, and then it is easy to pull it out of the water, like a fish on a fishing rod. I really liked this method, and therefore I prepared all the necessary things. I found a deep place in the pond and put the stick into the water. I sit calmly. The water is clear, but I have not seen crayfish anywhere. Suddenly I noticed a mustache, then eyes and claws, and finally, all the cancer slowly crawled out to the meat. Then he grabbed the meat with his claws and tore it apart with his jaws. I very carefully pulled the rod out of the water, and the crayfish lies on the grass. I caught a lot of crabs. Mom cooked them. How red they were! And very tasty!

To clarify the understanding of the meaning of what is read, the child should be asked 2-3 questions or asked to retell what he managed to read.

Each series of tasks has its own scoring system. Common to all samples is the four-level nature of the assessment - 0.5.10, 15 points.

The methodology also provides for a system of additional assessments, which is carried out through the accrual of fines. These scores also have a scoring expression, only with negative sign.

2.2 Description of the methodology and the results obtained

This technique was carried out on the basis of secondary schools in the Shumilinsky district. 50 students of the 3rd grade took part in the diagnostics. The results of the conducted methodology can be presented in the form of a table:

Thus, we can conclude that out of 50 surveyed students with dysgraphia, in most cases, it manifests itself as mixed (22 people, which is 44%), that is, the most severe form. Separate types of dysgraphia are presented in the study as follows:

Acoustic or articulation-acoustic - 5 people, or 10%

On the basis of unformed language analysis and synthesis - 40%

Agrammatical - 5%

Optical - 1%

It should also be noted the main grammatical and dysgraphic errors made by students during the dictation. For this, typical errors were systematized by us into certain groups:

Consonant substitutions in a strong phonetic position (native, holon - cold; in nests - in nests);

Changes of stressed vowels - scara - soon; vat—here; table - it has become.

Distortion of the sound-syllabic structure of words in dysgraphia on the basis of the unformed analysis and synthesis of the speech flow - dktant, dictation (dictation); tintsy, pentsy, potintsy, ptntsy (chicks); sun, sun, sun, sun (sun).

Conclusion

In the course of the work, we came to some conclusions: the problem of dysgraphia in today's school is more acute than ever, as evidenced not only by the high prevalence of dysgraphia, which affects more than half of the students in public schools, but also by the difficulty of overcoming it.

The situation that has arisen cannot be described otherwise than as critical and requiring urgent action. At the same time, the problem of dysgraphia should be solved simultaneously in two directions - theoretical and organizational and practical.

For many decades, the theoretical development of the problem of dysgraphia was carried out mainly by representatives of speech therapy science. Even in the current critical situation, it should be recognized that the speech therapy approach to the study of dysgraphia has fully justified itself and continues to justify itself, because it is impossible to deny the deep organic connection between oral and written speech. Taking into account this fact, the logopedic classification of dysgraphia itself was built, in which the types already considered above are distinguished.

Since the violation we are considering is amenable to prevention and correction, the issue of preventing dysgraphia should be given special attention, since it is the path of prevention that should become the most basic in solving this problem. Already at preschool age, according to a number of signs, it is possible to foresee in advance which of the children is “threatened” by the appearance of dysgraphia.

To correct dysgraphia, there are a number of methods and techniques that can be used both independently and during the Russian language lesson. When correcting dysgraphia, a large place is occupied by written exercises that reinforce the differentiation of sounds. Much attention is paid to the refinement and differentiation of the optical images of mixed sounds. An important place in the correction of dysgraphia is vocabulary work. Clarification and enrichment of the dictionary is carried out primarily in the process of working on the read words, sentences, texts.

As a result of our diagnostic study, we found that out of 50 examined students with dysgraphia, in most cases it manifests itself as mixed (22 people, which is 44%), that is, the most severe form.

Research by specialists confirms that the issue of dysgraphia prevention cannot be solved by specialists alone. This is determined by the very mass character of this phenomenon, which concerns almost every second child. Since we are talking about the need to actively involve non-specialists, there is a need to present the problem of dysgraphia in an understandable form. This allows parents and educators to be armed with the information they need.

Thus, the circle of persons participating in the correctional process should be significantly expanded, and the entire center of gravity in this work should be shifted to preschool age, that is, efforts should not be directed to the elimination of dysgraphia that has already appeared, but to its prevention.

Bibliography

1. Anufriev A.F. , Kostromina S.N. How to overcome difficulties in teaching children. - M .: Publishing house "Os-89", 2005, - 229 p.

2. Bartashnikova I.A., Bartashnikov A.A. "Learn by playing" / Kharkov: Folio, 1997, - 96 p.

3. Bal N.N. Survey of reading and writing among younger schoolchildren / Mn., 2001, - 173 p.

4. Bogomolova A.I. Violation of the pronunciation of children. - M., - 1979, - 119 p.

5. Bolshakova S.E. Logopedic examination child. - M. - 1995, - 216 p.

6. Segebart G.M. Teaching without suffering. Correction of dysgraphia, M., Genesis, 2007, - 216 p.

7. Diagnosis of speech disorders in children and the organization of speech therapy work in preschool educational institution: Sat. guidelines- St. Petersburg, - 2001, - 236 p.

8. Ivanenko S.F. Formation of reading skills in children with severe speech disorders.: Book. for a speech therapist. - M., Enlightenment, - 1987, - 96 p.

9. Lalaeva R.I., Venediktova L.V. Diagnosis and correction of reading and writing disorders in younger schoolchildren. - S.Pb, - 1999, - 253 p.

10. Lalaeva R.I., Venediktova L.V. Differential diagnosis and correction of reading and writing disorders in younger schoolchildren. - St. Petersburg, - 1997, - 264 p.

11. Lalaeva R.I., Venediktova L.V. Reading disorders and ways of their correction in younger schoolchildren. St. Petersburg, - 1961, - 248 p.

12. Speech therapy: a textbook for students of defectological faculty. ped. higher educational institutions / Ed. L.S. Volkova. - M .: Humanitarian ed. Center VLADOS, 2006. - 703 p.

13. Paramonova L.G. Dysgraphia: diagnosis, prevention, correction. - St. Petersburg: CHILDHOOD-PRESS, 2006. - 128 p.

14. Paramonova L.G. Prevention and elimination of dysgraphia. St. Petersburg, - 2001, - 322 p.

15. Sadovnikova I.N. Written speech disorders and their overcoming in younger students: tutorial. - M., VLADOS, - 1997, - 325 p.

16. Reader on speech therapy / Ed. L.S. Volkova, V.I. Seliverstov. M., - 1997, - 433 p.

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- partial disorder of the writing process associated with insufficient formation (or decay) of mental functions involved in the implementation and control of written speech. Dysgraphia is manifested by persistent, typical and repetitive writing errors that do not disappear on their own, without targeted training. Diagnosis of dysgraphia includes analysis of written works, examination of oral and written speech using a special technique. Corrective work to overcome dysgraphia requires the elimination of violations of sound pronunciation, development phonemic processes, vocabulary, grammar, coherent speech, non-speech functions.

ICD-10

R48.8 Other and unspecified disorders of recognition and understanding of symbols and signs

General information

Dysgraphia - specific shortcomings of writing caused by a violation of the HMF involved in the process of writing. According to studies, dysgraphia is detected in 53% of second grade students and 37-39% of middle school students, which indicates the stability of this form of speech impairment. The high prevalence of dysgraphia among schoolchildren is associated with the fact that about half of kindergarten graduates enter the first grade with FFN or OHP, in the presence of which the process of full literacy is impossible.

According to the severity of disorders of the writing process in speech therapy, dysgraphia and agraphia are distinguished. In dysgraphia, writing is distorted but continues to function as a means of communication. Agraphia is characterized by a primary inability to master writing skills, their complete loss. Since writing and reading are inextricably linked, a writing disorder (dysgraphia, agraphia) is usually accompanied by a reading disorder (dyslexia, alexia).

Causes of dysgraphia

Mastering the process of writing is closely related to the degree of formation of all aspects of oral speech: sound pronunciation, phonemic perception, lexical and grammatical side of speech, coherent speech. Therefore, the development of dysgraphia may be based on the same organic and functional causes that cause dyslalia, alalia, dysarthria, aphasia, delayed psychoverbal development.

Underdevelopment or damage to the brain in the prenatal, natal, postnatal periods can lead to the subsequent appearance of dysgraphia: pathology of pregnancy, birth trauma, asphyxia, meningitis and encephalitis, infections and severe somatic diseases that cause exhaustion nervous system child.

The socio-psychological factors contributing to the occurrence of dysgraphia include bilingualism (bilingualism) in the family, fuzzy or incorrect speech of others, lack of speech contacts, inattention to the child's speech by adults, unjustifiably early teaching of the child to read and write in the absence of psychological readiness. The risk group for the occurrence of dysgraphia is children with a constitutional predisposition, various speech disorders, mental retardation.

Dysgraphia or agraphia in adults is most often caused by traumatic brain injuries, strokes, brain tumors, and neurosurgical interventions.

Mechanisms of dysgraphia

Writing is a complex multi-level process, in the implementation of which various analyzers participate: speech-motor, speech-auditory, visual, motor, which carry out the sequential translation of the article into a phoneme, phonemes into a grapheme, graphemes into a kineme. The key to successful mastery of writing is a sufficiently high level of development of oral speech. However, unlike oral speech, written speech can develop only under the condition of purposeful learning.

In accordance with modern concepts, the pathogenesis of dysgraphia in children is associated with the untimely formation of the process of lateralization of brain functions, including the establishment of the cerebral hemisphere, which is dominant in controlling speech functions. Normally, these processes should be completed by the beginning of schooling. In the case of a delay in lateralization and the presence of a latent left-handedness in a child, cortical control over the writing process is violated. With dysgraphia, there is an unformed HMF (perception, memory, thinking), emotional-volitional sphere, visual analysis and synthesis, optical-spatial representations, phonemic processes, syllabic analysis and synthesis, lexico-grammatical side of speech.

From the point of view of psycholinguistics, the mechanisms of dysgraphia are considered as a violation of the operations of generating a written statement: intent and internal programming, lexico-grammatical structuring, dividing a sentence into words, phonemic analysis, correlation of a phoneme with a grapheme, motor implementation of writing under visual and kinesthetic control.

Dysgraphia classification

Depending on the lack of formation or violation of a particular operation of writing, 5 forms of dysgraphia are distinguished:

• articulatory-acoustic dysgraphia associated with impaired articulation, sound pronunciation and phonemic perception;
• acoustic dysgraphia associated with impaired phonemic recognition;
• dysgraphia on the basis of unformed language analysis and synthesis;
• agrammatic dysgraphia associated with underdevelopment of the lexical and grammatical side of speech;
• optical dysgraphia associated with the lack of formation of visual-spatial representations.

Along with "pure" forms of dysgraphia, in speech therapy practice mixed forms are found.

The modern classification distinguishes:

I. Specific writing disorders:

1. Dysgraphia:

• 1.1. Dysphonological dysgraphia (parallic, phonemic).
• 1.2. Metalinguistic dysgraphia (dyspraxic or motor, dysgraphia due to impaired language operations).

• 2.1. Morphological dysorphography.
• 2.2. Syntactic dysorphographies.

II. Non-specific writing disorders associated with pedagogical neglect, ZPR, UO, etc.

Symptoms of dysgraphia

Signs that characterize dysgraphia include typical and persistent errors in writing that are not related to ignorance of the rules and norms of the language. Typical errors that occur in various types of dysgraphia can be manifested by mixing and replacing graphically similar handwritten letters (sh-sh, t-sh, v-d, m-l) or phonetically similar sounds in writing (b–p, d–t, d–k, w-g); distortion of the letter-syllabic structure of the word (omissions, permutations, addition of letters and syllables); violation of the unity and separation of the spelling of words; agrammatisms in writing (violation of inflection and agreement of words in a sentence). In addition, with dysgraphia, children write slowly, their handwriting is usually difficult to distinguish. There may be fluctuations in the height and slope of letters, slippage from the line, replacement of uppercase letters by lowercase letters and vice versa. One can speak about the presence of dysgraphia only after the child masters the technique of writing, that is, not earlier than 8–8.5 years.

In the case of articulatory-acoustic dysgraphia, specific errors in writing are associated with incorrect sound pronunciation (both pronouncing and writing). In this case, substitutions and omissions of letters in writing repeat the corresponding sound errors in oral speech. Articulatory-acoustic dysgraphia occurs with polymorphic dyslalia, rhinolalia, dysarthria (i.e., in children with phonetic-phonemic underdevelopment of speech).

With acoustic dysgraphia, sound pronunciation is not impaired, however, phonemic perception is not sufficiently formed. Errors in writing are in the nature of substitutions of letters corresponding to phonetically similar sounds (whistling - hissing, voiced - deaf and vice versa, affricate - their components).

Dysgraphia on the basis of a violation of linguistic analysis and synthesis is characterized by a violation of the division of words into syllables, and sentences into words. With this form of dysgraphia, the student skips, repeats or rearranges letters and syllables; writes extra letters in a word or does not finish the end of words; writes words with prepositions together, and with prefixes separately. Dysgraphia on the basis of a violation of language analysis and synthesis is most common among schoolchildren.

Agrammatic dysgraphia is characterized by multiple agrammatisms in writing: incorrect change of words in cases, genders and numbers; violation of the agreement of words in a sentence; violation of prepositional constructions (incorrect sequence of words, omissions of sentence members, etc.). Agrammatic dysgraphia usually accompanies a general underdevelopment of speech due to alalia, dysarthria.

With optical dysgraphia, graphically similar letters are replaced or mixed in writing. If the recognition and reproduction of isolated letters is impaired, one speaks of literal optical dysgraphia; if the inscription of letters in a word is violated, - about verbal optical dysgraphia. To common mistakes encountered in optical dysgraphia include underwriting or adding elements of letters (l instead of m; x instead of w and vice versa), mirror writing of letters.

Quite often, with dysgraphia, non-verbal symptoms are detected: neurological disorders, decreased performance, distractibility, hyperactivity, memory loss, etc.

Diagnosis of dysgraphia

To identify the organic causes of dysgraphia, as well as to exclude visual and hearing defects that can lead to writing disorders, consultations of a neurologist (pediatric neurologist), ophthalmologist (children's oculist), otolaryngologist (children's ENT) are necessary. An examination of the level of formation of speech function is carried out by a speech therapist.

Forecast and prevention of dysgraphia

To overcome dysgraphia, the coordinated work of a speech therapist, teacher, neurologist, child and his parents (or an adult patient) is required. Since writing disorders do not disappear on their own in the process of schooling, children with dysgraphia should receive speech therapy help at the school speech center.

Prevention of dysgraphia should begin even before the child begins to learn to read and write. It is necessary to include in preventive work the purposeful development of HMF, which contribute to the normal mastery of the processes of writing and reading, sensory functions, spatial representations, auditory and visual differentiation, constructive praxis, and graphomotor skills. Importance has a timely correction of violations of oral speech, overcoming phonetic, phonetic-phonemic and general underdevelopment of speech.

A difficult problem is the issue of assessing the progress in the Russian language of children with dysgraphia. During the period of corrective work, it is advisable to carry out a joint check control works in the Russian language by a teacher and a speech therapist, highlighting specific dysgraphic errors that should not be taken into account when grading.

The first days spent at the school bench sometimes become for children not a joyful event, but a cause for anxiety and worries. Relatives are also worried: why is the beloved baby, so quick-witted, in no way able to master the letter, and other subjects do not cause difficulties? Teachers often come under scrutiny - they say, they cannot teach a child basic things. However, a violation of the letter may have a good reason, not dependent on childish laziness or weakness of the teaching staff - dysgraphia.

What is dysgraphia

Dysgraphia in children - the presence of systematic identical errors in writing due to brain dysfunction.

Do not panic if the kid accidentally mixed up several letters in the homework. But if such typos occur regularly, perhaps this is no longer inattention, but a serious illness.

First time diagnosed with dysgraphia junior schoolchildren. Even if four-year-olds or five-year-olds are mistaken, this is considered absolutely normal.

Classification

There are the following types:

• Optical dysgraphia
• Acoustic dysgraphia
• Articulatory-acoustic dysgraphia
• Agrammatic dysgraphia
• Problems with language analysis and synthesis
• Motor

Forms of dysgraphia have a diverse nature. The above types of dysgraphia are expressed as follows:

1. Optical dysgraphia:
   Mirroring characters (R - Z) or sentences (right to left).
   Letters are not written completely or, conversely, with extra parts.
   Similar ones are confused (W - W, B - B).
2. Acoustic, often associated with auditory disorders, is expressed in the substitution of paired letters for each other:
   By loudness-deafness (D - T, Z - S).
   Hardness-softness (Example of consonants - "clod" and "com", vowels - "lustra" and "chandelier").
3. Articulatory-acoustic is similar in manifestations to the previous one. Arises due to incorrect articulation, leading to an incorrect mental representation of the structure of the word.
4. Agrammatical is associated mainly with grammatical inconsistency in phrases (“empty jar”, ​​“beautiful dad”).
   Genders, numbers, declensions, cases change in places.
   Prepositions are replaced (“go for a walk”).
   The baby is able to make a mistake even in the checked vowels at the root, if they are not stressed.
   Most common in bilingual families long life abroad, the use of incorrect methods of early teaching a foreign language.
5. Problems with language analysis and synthesis are:
   Duplicate syllables.
   Difficulties with continuous and separate writing.
6. Motor dysgraphia, unlike other types, is rarely associated with mental features. The prerequisite for the appearance is the inability to correctly control the hand when writing, which manifests itself:
   At low speed.
   Constant (even within the same sentence) change in slope and size.
   Too weak or strong pressure, "trembling" lines.
   Stiffness of movement, especially when moving from one character to another.

Table “Forms of dysgraphia”

The reasons

The etiology of dysgraphia is associated with a range of factors.

In the antenatal period:

• Toxicosis, mainly in the final trimester
• Rhesus conflict in case of fetal injury
• Alcohol, nicotine, drug addiction of the mother
• intrauterine infection
• severe stress
• Overdose of medicines not intended for pregnant women
• chemical intoxication.

Postnatal causes of dysgraphia (this also includes dysgraphia in adults):

• Rickets
• Viral infections (chickenpox, jaundice, meningitis, encephalitis, influenza)
• Hypoxia and asphyxia during childbirth
• Concussions, traumatic brain injury
• Prolonged debilitating illnesses
• Silence or speech disorders parents
• Bilingual environment
• social isolation
• Overexertion of the nervous system
• Excessively early education, not supported by the appropriate psychological state of the child.

Diagnostics

Symptoms of dysgraphia are subject to diagnosis by speech therapists. However, observant mothers detect important manifestations on their own. It:

• Excitability
• easy fatigue
• Hyperactivity
• mood swings
• Neurological problems
• Dyslexia
• Weak hearing
• Weakened attention
• Closure

Specialists use tests to diagnose dysgraphia in schoolchildren. Download and test at home:

Correction

Treatment of dysgraphia in younger students occurs with the help of exercises. Correction takes place both by professionals with speech therapy knowledge and by the family.
Moms, following the recommendations of speech therapists, can conduct additional mini-lessons on their own. At the same time, it is important to follow the rules.

• Exercise regularly
• Do not scold the child if he does not succeed
• Try to diversify classes, conduct them in a playful way
• Take breaks when you're tired

Classes should be a pleasant pastime, and not a punishment for wrongdoing. If the baby will receive pleasure from what is happening, progress will come much faster.

Exercises

Correction of dysgraphia in younger students with the help of finger gymnastics:

Rolling a rubber ball with spikes.

"Fashion show" for girls or "parade" for boys - alternate fingering.

Modeling from plasticine or polymer clay.

Puzzle collection.

Interaction with a rough surface (construction of sand castles, sorting of cereals).

Text assignments:

1. Organize a "who is faster" type of competition. Take a journal sheet and cross out certain letters at speed. If it worked out, the next time the level of difficulty increases. Cross out one letter with a cross, circle the other.
2. Write short excerpts from your child's favorite fairy tales. And look for all the missteps together.
3. Let the student correct the texts with small errors. You should not abuse it: the wrong option can be fixed in memory, exacerbating the situation.
4. Play associations. Think together what each letter looks like (O for a donut, p for a stool). An excellent help will be the alphabet in verse with bright illustrative material.
5. Use copybooks and coloring books.
6. Outline the letters in a stencil - this will better preserve their silhouette in memory.
7. Sculpt symbols from dough, bake in the oven - such a delicious result will be firmly imprinted in your head.
8. Insert the missing letters in the word - if you are sure that it has already been deposited in the child.
9. Count vowels and consonants.
10. In developing children's manuals and on boxes with ready-made breakfasts, there are labyrinth games where you need to guide the animal along a certain path. They are also quite helpful.

Corrective classes significantly improve the situation, do not abandon classes, do them regularly.

In elementary grades, all children make mistakes when writing, this is a natural learning process. But it happens that there are too many mistakes, they are illogical and appear in places where it is impossible to make a mistake. At the same time, the writing of the text is given to the child with difficulty, the repetition of the rules does not bring results, the handwriting is completely impossible to make out. Then we are no longer talking about ordinary illiteracy, but about such a functional disorder as dysgraphia. We will talk more about its signs, causes and methods of struggle in this article.

What is dysgraphia?

The phenomenon, which is accompanied by the inability of the student to competent, accurate writing, is called dysgraphia. It is accompanied by a large number of recurring errors.

The problem is based on the immaturity of the higher mental system, as well as inconsistency in the work of the brain lobes responsible for visual and auditory perception, analytic skills, fine motor skills hands All of these processes are involved in writing.

Dysgraphia is quite widespread: every third elementary school student is affected by it. You can not leave the problem unattended, as it inhibits the assimilation school curriculum, depressing emotional condition"Losers": he can become the object of ridicule from classmates due to poor academic performance.

Solving the issue will require examination and painstaking work with a specialist. But even this does not guarantee the complete elimination of “functional illiteracy”. In some cases, it lasts a lifetime. However, among the "dysgraphics" you can meet famous film actors, politicians and even poets.

How to recognize a deviation from the norm

If the student is developed by age, devotes enough time to doing homework, but at the same time regularly brings “deuces” in writing, you should pay attention to the nature of the mistakes. Due to a number of features, dysgraphia can be distinguished from banal inattention. But the final decision will be voiced only by a narrow specialist.

Errors may be due different reasons, their analysis will help determine the type of dysgraphia. Most often found:

• The disappearance of letters and syllables. They may be missing at the end or in the middle of a word: “beech” instead of “bun”, “tan” instead of “tank”, “knowledge” instead of “task”.
• Replacing a letter with a consonant one: "P" to "B", "T" to "D", "Zh" to "Sh". For example: "breathing" instead of "offer".
• The erroneous spelling of words with prepositions and, conversely, the separation of the prefix from the word: “I was on the road on ice.”
• Merging several words together: "he sat on the window."
• The absence of a dot at the end of a sentence and a capital letter at the beginning.
• Errors even in stressed vowels: "kefEr", "hammer".
• Rearrangement of syllables in places: "tevilizor", "puzzle".
• Repeating the same syllable twice.

In addition, it is difficult to make out anything in the "dysgraphics" notebook: the letters have different sizes and slopes, the lines go beyond the margins or "fall" down, the handwriting is extremely illegible.

If you find several of the above types of errors at the same time, and they are regularly repeated, this is a reason to seek help from a specialist.

Types of dysgraphia

Based on violations in a certain area of ​​\u200b\u200bwriting, experts distinguish the following types of dysgraphia:

acoustic

With this variant of dysgraphia, the student correctly says all the letters, but confuses them when writing with paired ones in sound: З-С, Б-П, Д-Т, С-Ш, З-Ж. Plus problems with writing letters in a soft form (“Lubim”, “Syurtuk”).

Agrammatical

Becomes obvious in grades 2-3, because it manifests itself after learning the fundamental rules of grammar. The student consistently makes mistakes when declining words by gender, incorrectly coordinates the main members of the sentence with each other. confuses the plural and singular associated with the common meaning of words. For example: “good boy”, “cat came running”. This type is often found in children with a general underdevelopment of speech or in schoolchildren who study in a non-native language.

Optical

With this form, there is a problem with visualization, namely: extra details are assigned to the letters, and the necessary ones are lost (especially in lowercase "T-P", "Sh-I", "L-M", "X-Zh"). Plus a mirror image of the letters.

Violation of language analysis and synthesis

Characteristic is the double repetition of one word or, conversely, its “loss”, rearrangement of syllables, continuous spelling of several words, separation of prefixes from them, attachment to the word of a part from the next word. That is, the student has difficulty dividing the word into syllables, and the text into individual words.

Articulatory-acoustic

It occurs with speech therapy problems, when during a conversation some sounds are replaced by others and errors are transferred into written speech. (“koKhta”, “Lyba”, “I listen”). This is where a speech pathologist can help. By solving the problem of pronunciation of words, you can get rid of many errors.

Each of the types listed above requires some kind of intervention. For each type, sets of exercises have been developed, performing which can significantly improve the situation.

Reasons for the development of deviation

Dysgraphia occurs as an independent phenomenon or may be the result of psychosomatic disorders that parents already know about.

So to possible reasons relate:

• birth injury;
• fetal hypoxia during pregnancy and childbirth;
• intrauterine infection;
• genetic predisposition;
• viral infections affecting the central nervous system, transferred at an early age;
• neurological pathology, hyperactivity, ADHD, mental retardation.

This also includes bilingualism (when two languages ​​are spoken at home), slurred speech surrounded by a schoolchild, an indifferent attitude to his general development in general and speech therapy problems in particular.

Early learning to write and untimely going to school (before 7 years old) plus immaturity of certain areas of the brain can also cause spelling difficulties. It happens that a child is simply not ready to perceive information due to the underdevelopment of the speech, visual and motor centers, the lack of the ability to synthesize and analyze.

Treatment of dysgraphia

If parents are really interested in overcoming their child's difficulties with writing, then they will have to work hard. First you need to contact a specialist, find out what type of dysgraphia is taking place. Further, it is necessary to systematically perform tasks according to a special program focused on a specific violation.

You may need to implement a whole range of measures, including massage, exercise therapy, classes with a speech therapist and tutor.

It may take years to solve the problem, but the result will be an increase in the quality of writing and speech, a reduction in the number of specific errors, and sufficient academic performance. And the student will no longer experience discomfort because of his “stupidity”, he will avoid ridicule from his classmates about this.

Which doctor should I contact?

Initially, signs of teacher dysgraphia are noticed. They may already have experience teaching students with similar difficulties.

You will need to visit a speech therapist and psychoneurologist. It may be relevant to consult an audiologist (to test hearing) and an ophthalmologist.

Based on the diagnosis, the child may be prescribed certain drugs for a course of admission. But the main role in the treatment of dysgraphia is played by work with a speech therapist. It is important to attend classes regularly, to do the homework of a specialist.

But remember that you can not overload the child with lessons! For harmonious development, you should walk daily in the fresh air, eat well, sleep at least 10 hours a day. It is worth taking breaks in the educational process, after classes provide the student with time for free play activities.

Also forget about reproaches and moralizing, in case of failure it is better to just keep silent. But for any success, you need to react violently, thereby giving the child emotional nourishment and motivation to continue studying.

Exercises for the correction of dysgraphia in younger students

A set of measures is developed individually, based on the type of dysgraphia, its causes. But there are universal tasks that will help overcome difficulties. Here is some of them:

• To improve bad handwriting will help: cutting out, coloring by numbers, tasks from the “circle the dots” series. Performing them is more interesting than circling prescriptions. Children are more willing to engage when the lesson takes place in a playful way.

• If the problem is in the erroneous pronunciation of sounds, buy a manual and do “amusing gymnastics for the tongue” while sitting in front of a mirror. Just coordinate these exercises with a speech therapist.

• We copy the word according to the model. The student calls each letter of the word from the textbook, pronounces it syllable by syllable. Rewrites, voicing what he writes. In conclusion, he checks the number of letters in the sample and the notebook, checks the spelling.

• If the letters and syllables still disappear, you need to draw as many squares on the sheet as there are letters in the sample word. You need to rewrite and check if all the letters are in place, if there are empty squares.

• We develop attention. Give the child an old telephone directory, ask one of the pages to cross out all the letters "b" (choose the letter with which the most problems). At another time, the task can be complicated by adding a second letter to the search.

• We play school. Invite your child to be your teacher. Write a few words under his dictation, making simple mistakes, typos. Let him try to find them and rate you. If he does not see them, use a textbook or dictionary to check. It is important that the child finds all the mistakes on his own, so there should be few of them.

It is also necessary to adjust to the special rhythm of the student. Most likely, he will need a little more time to complete written assignments. Don't rush him. The school teacher should also make allowances for this.

Dysgraphia is a phenomenon that is not associated with laziness or unwillingness of a student to study. This is a functional impairment of the ability to write texts and individual words, requiring the intervention of a specialist. With regular classes with a speech therapist or an experienced Russian language teacher, you can achieve good results and improve school performance. And parents should be patient, not scold for mistakes, but praise for any success.

Dysgraphia. Diagnostics and correction

I don't know what to do with it! Such mistakes ... just ridiculous! Rearranges words, confuses letters, skips. Even under stress, he writes wrong. All due to carelessness. And I already scolded and punished ... the teacher says - a violation of the letter.

What is a violation of the letter? Why is it happening? How to help a child?

The problem of violation of writing in students primary school one of the most relevant today in a comprehensive school.

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.

Causes of writing disorders in children:

Violation of writing (and reading) is the most common speech pathology in younger students.

Etiology.

Pathogenic factors that affect the prenatal, natal and postnatal periods.

hereditary factors(unformed brain structures, their qualitative immaturity), which create an unfavorable background, predisposing to the occurrence of reading and writing disorders.

Organic causes: damage to the cortical areas of the brain involved in the processes of reading and writing; delayed maturation of these brain systems, disruption of their functioning.

Functional damage: internal (for example, long-term somatic diseases) and external (incorrect speech of others, lack of speech contacts, bilingualism in the family, insufficient attention to the speech development of the child by adults, unfavorable family environment).

Thus, both genetic and exogenous factors (pathology of pregnancy, childbirth, asphyxia, brain injury, childhood infectious diseases) are involved in the etiology of dysgraphia. In addition, there are factors that delay the formation of mental functions that are involved in the process of writing (and reading).

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

Symptoms of dysgraphia:

Speech symptoms:

errors at the level of letters (distorted spelling of letters, substitutions of letters, omissions of letters)

errors at the word level (distortion of the sound-letter structure of the word, namely omissions, permutations, additions, perseverations of letters and syllables);

errors at the sentence level (continuous or separate spelling of words, agrammatisms in writing).

Nonverbal symptoms:

neurological disorders;

violation of cognitive activity;

impaired perception;

memory impairment;

attention disorder;

dysmotility;

violation of visual-spatial orientations;

mental disorders. Etc.

To main diagnostic criteria for writing disorders include:

1. The presence of specific errors in written work. These are omissions, substitutions, permutations, underwriting of letters, syllables, words; errors in stressed syllables, errors in designating softness in writing; mirror spelling of letters or other distortions of letters, especially rare or capital ones; the absence of a capital letter and a period in a sentence; continuous spelling or word break, unreadable handwriting, a sharp fluctuation in handwriting (from small to large), non-observance of the margins in the notebook.

2. A large number of these errors: from 5 to 20 or more.

3. Persistence of errors: they appear in all types of written work (copying, writing from memory, composition, dictation) for a long time.

Mechanisms of dysgraphia:

Phonetic speech defects;

Lack of auditory differentiation;

Violation of language analysis and synthesis;

Underdevelopment of the grammatical structure of speech;

Lack of formation of visual-spatial functions and letter gnosis.

Also, all these writing disorders are found in children with intact intelligence and are often combined with insufficiency of such higher mental functions as memory, attention, switching from one type of activity to another, visual gnosis, etc. (A.N. Kornev).

Dysgraphia classification.

The most common is the classification of dysgraphia, which is based on the lack of formation of individual operations of the writing process.

Articulatory-acoustic dysgraphia- this is dysgraphia on the basis of speech disorders, or "tongue-tied speech in writing."

The mechanism is the incorrect pronunciation of speech sounds, which is reflected in the letter: the child writes the words as he pronounces them. According to some scientists, the shortcomings of sound pronunciation are reflected in writing only when they are accompanied by a violation of auditory differentiation, unformed phonemic representations.

It manifests itself in mixtures, substitutions, omissions of letters that correspond to mixtures; substitutions or the absence of sounds in oral speech. Sometimes it persists even after the violations in oral speech are eliminated. The reason is that there is not enough support for correct articulation.

Voiced and deaf paired consonants are mixed in a clear position. D-T, Z-S, B-P, F-Sh, G-K, V-F, R-L, Y-L, S-Sh, Z-F, S-Sch, Ch-C, C- T, C-S.

Dysgraphia based on impaired phonemic recognition oracoustic dysgraphia.

The mechanism is the inaccuracy of auditory differentiation of sounds, kinesthetic analysis, phoneme selection operations.

It manifests itself in the replacement of letters denoting phonetically close sounds, in violations of the designation of the softness of consonants in writing. Mixed - hard and soft consonants, whistling and hissing, voiced and deaf, Africans and their components t 'flying, tiplyonok', c-s 'kurisa, reltsy', s-sh 'nest, whispering', s-zh 'brought, izlozenie', b-p 'bodali, pelieu', d-t 'tavno, sitit”, g-k “klavny, dog”, etc ...) + labialized vowels O-U “rings a roar; grandfather", Yo-Yu "crowberry; migratory birds."

(In some cases, children with this form of dysgraphia have inaccuracies in the kinesthetic images of sounds that prevent the choice of a phoneme and its correlation with a letter)

Dysgraphia on the basis of a violation of language analysis and synthesis.

The mechanism is a violation various forms language analysis and synthesis. With this violation, the child finds it difficult to single out some individual words in a continuous stream of oral speech and then divide these words into syllables and sounds. As a result, the correct recording of words, not to mention phrases, becomes impossible.

It manifests itself in distortions of the structure of words and sentences.

At the word level:

- omissions of consonants during their confluence (arrow - “trel”, rains - “doji”, shouting - “kichat”);

- omissions of vowels (sledge - "snks", "dog -" dog ");

- inserting extra letters (table - "stol");

- permutations of letters (path - "prota", carpet - "korvom", courtyard - "dovr")

- adding letters (spring - "spring", longing - "tosakali")

- omissions, additions, permutations of syllables (behemoth - "gebemot", head - "head".

At the offer level:

- conjoint spelling of words, especially prepositions with other words (There were wonderful days. - “there were wonderful days.” On the branches of spruce and pine. - “On the branches of the eliya of sasna”).

- separate spelling of words (prefixes, root) - In the summer, steamboats go along the river - "Summers along the river and steamboats blow."

- a record of a whole sentence in the form of one (moreover, most often distorted) “word” (Flowers stood on the table - “TsVTYSTYATNASTLE”).

Agrammatic dysgraphiamanifests itself in agrammatisms in writing. The mechanism is the lack of formation of the lexical and grammatical structure of speech: morphological and syntactic generalizations.

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, suddenly, it turns out that he cannot master the rules for changing words according to cases, numbers, genders. This is expressed in the incorrect spelling of the endings of words, in the inability to coordinate words with each other.

Manifested: at the level of words, phrases, sentences and text.

At the word level.

Distortion morphological structure words, replacement of prefixes and suffixes (attacked - “hit”, hedgehog - “hedgehogs”, hand - “hands”);

Change case endings("many trees");

Violation of prepositional constructions (above the table - “on the table”)

Changing the case of pronouns (near him - “near him”);

At the level of phrases and sentences.

Violation of agreement (noun + adj., noun + num., - "white clouds", "fun day", "beautiful bag", "five dogs", seven butterflies, etc.);

Violation of the agreement of words in a sentence (Children go to school. - “Children go to school.” Mushrooms grow under Christmas trees. - “Mushrooms grow under Christmas trees.”).

Optical dysgraphia.

The mechanism is the underdevelopment of visual-spatial functions: visual gnosis, visual mnesis, visual analysis and synthesis, spatial representations.

Appears:

- in a distorted reproduction of letters in a letter (incorrect reproduction of the spatial relationship of letter elements, mirror spelling of letters, underwriting of elements, extra elements);

- in substitutions and mixtures of graphically similar letters. (One by one element L-M, P-T, I-Sh, or consisting of similar elements, but differently located in the space V-D, E-S).

Frequent mistakes in dysgraphia

perseveration (stuck): “Mom’s grew behind the zom” (Raspberries grew behind the house),

anticipation (anticipation, anticipation): “Dod by the blue sky” (Under the blue sky).

Optical dysgraphia is divided into literal and verbal.

Literal - difficulties in reproducing isolated letters.

Verbal - the reproduction of isolated letters is preserved, but when writing words, there are distortions of letters, replacements and mixing of graphically similar letters.

Dysorphography

With dysorphography, the child does not have a "flair" for spelling. On the page, he can make from 15 to 60 errors. The child knows the rules, but cannot apply them.

What to do if a child has dysgraphia?

Tips for parents.

Exercises to help you overcome dysgraphia

These exercises do not eliminate the problem, but will help in overcoming dysgraphia, help the speech therapist in working on the defect.

1) 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.

2) 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 deaf 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!

3) "Look and understand" (punctuation for dysgraphers 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"".

4) "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__.

5) 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.

6) Write short dictations in pencil every day. A small text will not tire the child, and he will make fewer mistakes (which is very encouraging ...) Write texts of 150 - 200 words, with a check. Do not correct errors in the text. Just mark in the margins with a green, black or purple pen (by no means red!) Then give the child a copybook to correct. The kid has the opportunity not to cross out, but to erase his mistakes, write correctly. The goal was achieved: the mistakes were found by the child himself, corrected, and the notebook is in excellent condition.

When dealing with a child, remember a few basic rules:

1. Don't panic!

2. Do not force the child to endlessly rewrite the exercises “cleanly” or write voluminous texts from dictation. The recommendation to read and write more often serves as a signal to parents about the lack of competence of the specialist who deals with the child.

3. Do not rush an unsuccessful child.

4. Never blame or get angry at a child for mistakes. Phrases like: "What are you, a dunce?" not applicable under any circumstances.

5. Never compare your child with other children. Everyone has their own pace of development.

6. Pay attention to the diligence of the child, and not to the number of mistakes. To instill in him the belief that difficulties in learning can be overcome.

7. Ask the teacher to update you on your child's progress.

8. Remember that Fresh air and exercise are necessary for full mental activity.

9. Throughout the special classes, the child needs a favorable treatment. After numerous twos and threes, unpleasant conversations at home, he should feel at least a small, but success.

10. Stop testing your child for reading speed. It must be said that these checks have long been causing fair criticism from psychologists and speech pathologists. It’s also good if the teacher, understanding what stress the child is experiencing during this test, conducts it without accents, hidden. But it also happens that they create a complete environment for the exam, call a child alone, put a clock in sight, and even check it not by their own teacher, but by the head teacher. Maybe for a student without problems it doesn't matter, but our patients can develop neurosis. Therefore, if you really need to test for reading speed, do it in the most gentle way possible.

11. Remember that you can not give exercises in which the text is written with errors (to be corrected).

12. What can not be done? Children with dysgraphia tend to have 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...

In speech therapy classes are used: speech games, cutting 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 in the classroom we contrast, “practicing” how hard pronunciation differs from soft, deaf - from voiced ... Training is carried out by repeating words, dictation, selecting words for given sounds, analysis sound-letter composition words. Visual material is used to help memorize the shapes of the letters: “O” resembles a hoop, “Ж” - a beetle, “С” - a crescent...

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!

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 for the support of three holding fingers are produced, for example, by Staedtler. There are trihedral pencils and felt-tip pens from Centropen.

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 a beautiful, colored, unusually shaped body 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.