Course of extracurricular activities. Outline of an extracurricular lesson on the course 'Speak correctly'. Topic: "Magic words."
Methodological development on the topic:
"Prevention of dysgraphia and dyslexia in older preschoolers with speech disorders"
Completed by: speech pathologist
Bolsheboldinskogo d / s "Sun"
Mazanova Elena Nikolaevna
2014
1. Explanatory note
The development of the speech of preschoolers is one of the important conditions in the preparation of children preschool age to schooling. One of the main stages in the formation of grammatically correct oral and written speech is the work to prevent dysgraphia, dyslexia in preschoolers -this is a partial disorder of the processes of writing and reading, due to deviations from the norm in the activities of those analyzers and mental processes that provide reading and writing.
Therefore, it is very important to detect even the smallest deviations in speech development child and correct them before starting school, since any pathology is easier to prevent than to eliminate.
At present, it is generally recognized that there is a close relationship between the underdevelopment of oral speech and impaired reading and writing. But as shown by numerous studies of well-known domestic defectologists (R.E. Levin, G.A. Kashe, N.A. Nikashin, A.K. Markov, L.F. Spirov, G.V. Chirkin, etc.), difficulties in Literacy does not occur in all children with pronunciation deficiencies, but only in those whose pronunciation deficiencies are an indicator of incomplete phoneme formation. This category includes children with phonetic-phonemic underdevelopment of speech.
In the practice of our preschool educational institution, the number of children with phonetic and phonemic underdevelopment in preparatory groups at the beginning school year always significant. Predicting their readiness to learn to read and write required intensifying work with this category of disorders in the pre-letter period. The need for this is dictated by the fact that the entire course of the normal speech development of the child proceeds according to strictly defined patterns, in which each already formed link is a kind of base for the full formation of the next one. Therefore, the loss of any one link (or a deviation from the norm in its development) prevents the normal development of other links “built on” above it. It follows that the early detection of children with phonetic and phonemic underdevelopment and the prerequisites for possible reading and writing disorders and the elimination of these manifestations in them is necessary condition for the successful correction of shortcomings of phonetic and phonemic underdevelopment in preschool age and the prevention of reading and writing disorders in the future.
All of the above determines the relevance of the research topic on which I worked. The noted provisions predetermined the setting of the goal and objectives of the study.
2.Goals and objectives of the section.
Target: determination of the influence of correctional and speech therapy work with children with speech underdevelopment on the prevention of dysgraphia and dyslexia.
Tasks:
1. To study the psychological and pedagogical literature on the research problem.
2. To study the features of the manifestation of the prerequisites of dysgraphia and
dyslexia in preschoolers.
3.Build a system of work to prevent violations
reading and writing.
5. Systematize games and game exercises to prevent reading and writing disorders.
6. Track the dynamics of eliminating phonetic and phonemic underdevelopment of speech and the prerequisites for possible reading and writing disorders in children of the preparatory group
An object : Correction and speech therapy work on the prevention of dysgraphia, dyslexia.
Subject research is phonetic-phonemic (FFN) and general (ONR) speech underdevelopment of preschoolers.
Hypothesis research is the assumption that corrective speech therapy work in the early stages of speech development of children eliminates the phonetic and phonemic manifestations of speech disorders, preventing the appearance of dysgraphia and dyslexia during schooling.
3.Psychological and pedagogical substantiation of the methodology for the prevention of dysgraphia and dyslexia.
In order to successfully master writing and its technique, a child should already have the following skills in preschool age: prerequisites letters:
The difference in hearing of all speech sounds, including acoustically and articulatory close ones: voiced - deaf, soft - hard, whistling - hissing, sonorous.
The correct pronunciation of speech sounds, in terms of the absence of replacements for some sounds by others.
Development of vocabulary, lexical and grammatical structure of speech.
Sufficient formation of phonetic and phonemic representations. Possession of the simplest types of analysis available to preschool children, namely: highlighting a sound against the background of a word; determining the place of sound in a word - beginning, middle, end; highlighting a stressed vowel sound, and more complex types of analysis and synthesis of words.
A sufficient level of formation of visual-spatial representations. The ability to distinguish between objects and geometric figures shape, size, location in space. Concepts such as circle, oval, square, triangle; more, less, above, below, on the right, on the left, are necessary for a strong assimilation of the visual images of letters.
With FFN, children are unstable in using speech sounds. According to the instructions, the child pronounces some sounds correctly in isolation, but they are absent in speech or are replaced by others. Sometimes the sounds of one phonetic group are replaced and another is distorted. Since phonemic perception is impaired in children, i.e. children do not distinguish sounds in the flow of speech, then understanding of speech suffers. It is difficult for them to repeat syllables with oppositional sounds, independently select words for a given sound, isolate a sound from a word, etc.
Children with OHP are known to have a limited vocabulary, grammatically incorrectly express their thoughts, pronounce speech sounds incorrectly, mix them by ear and in pronunciation, then in their written speech there will be errors in the form of mixing letters, distortion of syllabic structure, errors in word formation and management, in the poverty of syntactic constructions.
Basic principles in corrective work on the prevention of dysgraphia:
Compensation for defective or immature functions and operations occurs due to the development of the activity of all analyzers participating in the act of writing based on sufficiently formed functions.
The outstripping development of oral speech in relation to written. That allows you to consolidate the auditory-pronunciation, visual-auditory, auditory-motor connections necessary for a full-fledged letter.
Considering age and mental features preschool age, corrective preventive work is carried out as much as possible within the framework of gaming activities.
Having studied the works of defectologists, fellow speech therapists, teachers dealing with the problems of dysgraphia and early literacy education (I.L. Kalinina, L.G. Milostivenko, A.N. Kornev, V.V. Laylo, I.N. Sadovnikova), as well as generalizing personal experience, I proposed a system of work to prevent dysgraphia and improve reading and writing skills for children with speech disorders.
The main objectives of this program include:
- development of constructive praxis and tactile sensations;
- improvement of visual-spatial perception;
- formation of reading skills and work on reading technique;
- development of perception.
P priority areas of speech therapy work:
According to the FGT, the content of correctional activities should be aimed at ensuring the correction of shortcomings in the physical and mental development of various categories of children with speech disorders.
The content of corrective activities should provide:
Identification of special educational needs of children with speech disorders,
Implementation of individual - oriented psychological - medical and pedagogical assistance to children with speech disorders,
When organizing corrective and preventive work, I rely on the following principles of speech therapy influence.
etiopathogenetic principle,
The principle of a systematic approach,
The principle of an individually - differentiated approach,
The principle of the gradual formation of mental actions,
The principle of accounting for leading activities and motivation,
Overcoming FFN and prevention of reading and writing disorders is carried out in a complex manner. Work is being carried out in several areas:
Formation of sound pronunciation,
The development of phonemic perception,
Formation of language analysis and synthesis skills,
Enrichment of the active vocabulary and the formation of practical skills to use it.
Development of grammar skills,
Formation of coherent speech,
Improvement of spatial representations,
Development of the ability to memorize and reproduce,
The development of fine motor skills of the hands,
The development of tactile sensations,
Development of constructive praxis,
Expanding the "field of vision" of the child.
The content of correctional activities should reflect the interaction in the development and implementation of correctional activities of educators, specialists of an educational institution, specialists in the field of correctional pedagogy, medical workers of an educational institution.
Prevention of reading and writing errors must be carried out at all stages of correctional speech therapy work:
At the letter level
At the syllable level
At the word level
At the level of phrases
At the offer level,
at the text level.
Stage 1: preparatory
development of visual gnosis,
The development of optical - spatial orientation
Stage 2: main
Purpose: prevention of reading and writing errors on the material from letters to sentences.
Stage 3: final
Purpose: to consolidate the skills of competent reading and writing on the material of texts.
The first block of work is aimed at the development of visual gnosis
formation of visual perception,
visual memory development
formation of spatial perception, visual analysis and synthesis.
The second block of work includes the development of optical-spatial orientation, which includes:
overcoming disorientation in own body, differentiation of its right and left parts;
overcoming the violation of orientation in the surrounding space;
development of orientation in two-dimensional space.
The third block is aimed at preventing errors in reading and writing.
At the letter level
At the syllable level
At the word level
At the level of phrases
At the offer level,
at the text level.
The content of the corrective work
1. Development of phonemic perception . Recognition of non-speech sounds, speech sounds. Distinguishing the height, strength, timbre of the voice on the material of sounds, words and phrases. Distinguishing words that are similar in sound. Differentiation of phonemes and syllables. Development of basic sound analysis skills.
2. Work on sound pronunciation . First of all, it is necessary to eliminate all the shortcomings in the pronunciation of phonemes (distortion, replacement, lack of sound).
3 . Development of sound analysis and synthesis skills . Isolation of words from a sentence, from words-syllables, from syllables-sounds. Distinguish between any speech sounds, both vowels and consonants. The child must understand the difference between consonants (voiced and deaf, hard and soft). Isolation of any sounds from the composition of the word. The ability to combine sounds into syllables, syllables into words. The ability to determine the sequence of sounds in a word and the number of syllables. Enrichment of vocabulary and development of practical ability to use it. Teaching children different ways of word formation with the help of various prefixes. Another type of work is the selection of single-root words. A lot of work is being done to enhance vocabulary.
4. Development of grammar skills . The main tasks of this stage are work on the understanding and use of prepositions, drawing up sentences on pictures, series of pictures, distribution and reduction of sentences.
5. Development of coherent speech . Work is underway to train the preparation of descriptive stories and improve the skills of retelling short texts.
4.Expected results of the development of the program
Within a few years to the main program (Filicheva T.B., Chirkina G.V. The program of education and upbringing of children with phonetic and phonemic underdevelopment;N. V. NishchevaProgramcorrectional and developmental workin speech therapy group kindergarten
for children with general underdevelopment of speech) exercises and games have been added to prevent reading and writing errors
- learning ability increases, attention, perception improve; children learn to see, hear, reason;
- correct, meaningful reading is formed, interest in the process of reading and writing is awakened, emotional stress and anxiety;
- develops the ability to transfer acquired skills to unfamiliar material.
Work to prevent specific errors in reading and writing should be carried out with children with various speech pathologies: with ONR, FFNR, etc. It is also very useful for children in mass groups of 5-7 years of age.
5. Substantiation of educational technologies, methods, forms of organization of students' activities used in the educational process.
Diagnosis of prerequisites for dysgraphia and dyslexia.
To identify violations, diagnostics are carried out in the main areas:
auditory attention.
visual attention.
Perceptions of spatial representations, visual-effective, visual-figurative thinking.
Study of non-verbal mental functions.
Study of the state of the motor sphere.
The state of general motor skills.
Compilation of mimic muscles.
The state of articulatory motility.
Study of the state of impressive speech.
1. Passive vocabulary.
2. Understanding the various forms of inflection.
3. Understanding individual sentences in coherent speech.
4. The state of phonemic perception .
Study of the state of expressive speech.
Active dictionary.
The state of the grammatical structure of speech
The state of connected speech.
The study of the phonemic side of speech, the sound-syllabic structure of words.
Sound state.
The state of phonemic perception, analysis and synthesis.
Reading skills, knowledge of letters.
Depending on which of the above prerequisites of the letter turned out to be unformed, it is customary to distinguish different types of dysgraphia. There is no single classification of it, therefore I use its most generally recognized forms, which are most often encountered in practice.
Acoustic dysgraphia is associated with non-distinction or insufficient stable distinction of some acoustically similar sounds to the ear.
Articulatory-acoustic dysgraphia is associated with the non-distinction of a number of sounds not only by ear, but also in the child’s own pronunciation, the replacement of some sounds in oral speech by others.
Dysgraphia based on the unformed analysis and synthesis of the speech flow.
Agrammatic dysgraphia is associated with the lack of formation of grammatical systems in a child.
Optical dysgraphia, associated with the difficulty of visually distinguishing alphabetic characters.
The main prerequisites for the types of dysgraphia and corrective work to prevent them.
Acoustic dysgraphia , which is based on the difficulties of auditory differentiation of speech sounds, Difficulties in distinguishing phonemes close in sound, leading to frequent substitutions in the letter of the corresponding letters. When writing, it can mix whistling and hissing, voiced and deaf consonants, affricates and components included in their composition (ch-th, ch-sch, ts-t, ts-s, etc.), as well as vowels o-y , i-e.
To overcome this type of dysgraphia, it is necessary to cultivate a clear auditory differentiation of sounds that are not audible. Until this is achieved, the child will continue to write at random.
Due attention should be given special exercises in the phonemic analysis of words that include sounds not differentiated by the child.
Working to prevent dysgraphia, special attention should be paid to the development of auditory differentiation. hard - soft and voiced-voiced consonants.
Articulatory-acoustic dysgraphia , associated with sound substitutions in oral speech, violations of the sound pronunciation of the nature of distortions, substitutions, omissions. When writing, the child will reflect the incorrect pronunciation of speech sounds. These disorders usually occur due to sensory functional dyslalia not overcome before the start of literacy.
great attention should be given to work on the formation of phonemic analysis and synthesis of words, which will allow the child to accurately determine the location of "doubtful" sounds. When working with preschoolers, it is possible and necessary to carry out a sound - phonemic analysis of words.
Dysgraphia due to violation of language analysis and synthesis speech flow is due to the fact that the child finds it difficult to isolate some individual words in a continuous stream of oral speech and then divide these words into their constituent syllables and sounds. Children have phonetic-phonemic underdevelopment. Difficulties in conducting phonemic and syllabic analysis and synthesis, analysis of words in a sentence, analysis of sentences in a text. And without a clear orientation in the sound composition of words, the corresponding letter cannot be chosen to designate each specific sound, much less their order can be determined. When writing, there are omissions of vowels, consonants, with confluence, permutations of letters, addition of letters, omissions and permutations of syllables, etc.
agrammatical dysgraphia, associated with underdevelopment of grammatical systems. Preschoolers with OHP have difficulties in the formation of vocabulary, the grammatical structure of speech. Vocabulary formation is slow and incomplete. Often they mix in meaning words that have a complex sound composition. Of those words that the children comprehended correctly, they pronounced them distortedly due to articulatory or phonemic difficulties. In children, the functions of word formation and inflection are hardly formed. The limited vocabulary leads to the fact that often, contrary to the meaning, children replace the necessary, but little-known word with another, more familiar, although not corresponding to a certain meaning. Difficulties in the formation of a grammatical structure are manifested in agrammatisms - Word matching and control errors. There is a frequent difficulty in analyzing relationships in complex sentences, for example, establishing a cause-and-effect relationship. When writing agrammatisms at the level of words, phrases, sentences and the whole text.
Optical dysgraphia associated with the lack of formation of visual-spatial representations, abilities. And in the distant future, with the difficulty of assimilation by the child of visual images of letters, many of which seem similar to him. When writing, mirror writing of letters, underwriting of elements, superfluous elements, replacements and mixing of graphically similar letters. Corrective work is needed to prevent optical dysgraphia. In particular, avoid replacing letters consisting of different quantity identical elements or similar elements located differently in space, not adding elements of letters, a mirror image of letters.
For the prevention of optical dysgraphia, it is necessary to develop visual-spatial representations in the child, which will give him the opportunity to replace the differences in the style, recognition of the letters he mixes.
Main directions corrective work for the prevention of dysgraphia.
Development sensory functions and psychomotor: visual, auditory perception, spatial representations, kinesthetic organization of movements, constructive praxis.
Development of inter-analyzer interaction: auditory-motor, visual-motor, auditory-visual connections, the ability to remember, reproduce spatial, temporal sequence.
Development of mental functions. Development of thinking, memory, auditory, visual attention.
The development of intellectual activity, mental operations.
Development of all aspects of speech:
Formation, correction of sound pronunciation, clarification of articulation of sounds.
Development of phonemic hearing, phonemic analysis and synthesis of words, phonemic representations.
Expansion of vocabulary, enrichment of the active vocabulary, formation of the development of lexical and grammatical categories.
Formation of coherent speech: teaching different types of retelling: detailed, selective, brief, compiling a story based on a series of pictures, one plot picture, according to a proposed plan, according to a given beginning or end, etc.
Preparation for teaching literacy: familiarity with the basic concepts: sentence, word, syllable, letter, sound, charting, etc.
Development of non-speech functions and operations:
spatio-temporal orientations, representations.
development of tactile sensations.
development of fine motor skills, development of graphic skills - development of constructive praxis.
Principles of building corrective work
When developing and conducting preventive work with children with a predisposition to dysgraphia, the following principles were taken as the basis:
1. The principle of complexity was implemented through the implementation of corrective work aimed at the entire complex of speech and non-speech symptoms identified in children with ONR.
2. The principle of consistency involves the impact on speech as a single system of speech.
3. Ontogenetic - the sequence of speech therapy work is determined by the appearance of certain forms in the hypothesis.
4. Pathogenetic - at the basis of all disorders, a mechanism is determined, a violation of some mental function.
5. The principle of taking into account the gradual formation of mental actions.
Correction of violations of writing is an integral unified system, but certain stages are distinguished in this system, each stage is distinguished by its goals, objectives, methods of work.
It is necessary to take into account the theory of the formation of mental actions (according to P. Ya. Gamperin). According to this theory, any mental action goes through several stages of its formation: orientation, implementation, control.
6. The principle of development is a constant transition from the zone of actual development to the zone of proximal development (according to Vygotsky).
7. The principle of an active approach - it is necessary to take into account the structure of the activity, it is important to create a motive, to interest the child.
8. The principle of maximum use of visibility, especially at the initial stages of work.
9. Taking into account the characteristics of higher mental functions that ensure the mastery of writing in children with speech disorders.
One of the conditions for the normal course of the process of mastering writing and reading is the formation of a complex of speech and non-speech mental functions and processes. Preventive work should be built taking into account the identified individual psychological characteristics inherent in preschoolers.
The main tasks for the prevention of dysgraphia in children with ONR
1. Formation of sound pronunciation, clarification of the articulation of sounds.
2. Development of phonemic hearing, phonemic analysis and synthesis of words, phonemic representations.
3. Vocabulary expansion, active vocabulary enrichment.
4. Development of thinking, memory, auditory and visual attention.
5. Formation of coherent speech: it is necessary to teach children different types of retelling (detailed, selective, brief), leaving a story according to a series of pictures, one plot picture, according to a proposed plan, according to a given beginning or end, etc.
6. Improving spatial and temporal orientations on oneself, on a sheet of paper, developing the ability to memorize, automate and reproduce series that include several different movements (Ozeretsky's test "Fist - rib - palm"), Head's tests, and pronunciation.
7. Development of fine motor skills of hands using massage and self-massage of fingers, games about fingers, stroking, hatching, working with scissors, plasticine, etc.
8. Development of tactile sensations: through dermalexia, preventive work is carried out to prevent dyslexia (it is necessary to find out which letter was "written" on the back, on the arm, in the air with the child's hand to recognize the letters by touch, etc.)
9. Expansion of the "field of vision" of the child.
10. Preparation for teaching literacy: familiarity with the basic concepts (sentences, word, syllable, letter, sound), drawing up diagrams, etc.
The solution of all these problems helps to form the basis for mastering school knowledge.
Games and exercises for the prevention of dysgraphia in children with speech disorders
1. Prevention of writing errors at letter levels
Laying out letters from sticks with fixing attention on which direction the letter is directed, where its elements are located, and in what quantity.
Determination of letters written on cards, where both correct and false (mirror) letters are presented.
Feeling cardboard letters with closed eyes. It is necessary to determine by touch which letter is in the hands, name it, come up with words containing this letter, put it on the table so that it reflects the correct spelling.
Find the missing elements of the letter. To do this, turn to the game "The letter is broken."
Demonstration of letters in different positions.
Presentation of letters of different fonts: printed; uppercase; lowercase; stylized...
Determination of the letter "written" on the back (with a finger on the skin, the outline of the letter is slowly drawn), on the palm, in the air (with closed eyes, with open eyes).
Search for letters superimposed on each other.
It is necessary to highlight the letters written one against the other.
Thinking up words for a given letter in a certain position: beginning, middle, end
Reconstruction of letters.
2. Prevention of writing errors at the syllable level.
Game "Live letters".
Drawing up a syllable from pictures with the selection of the first sounds, the last, the second from the beginning of the word, the second from the end, etc.
Let's make a syllable according to the first sounds: UM.
Think of words with this syllable.
3 . Prevention of writing errors at the word level.
In the beginning it is necessary to give the concept of "word".
Words are short and long. The shortest words - unions and prepositions, consist of one letter U, I, K, B, C. Therefore, when studying the letter "a", children get acquainted with the union "a".
In a letter, all words are written separately, so children are encouraged to learn a counting rhyme, limiting each word with a wave of their hand. Particular attention is paid to prepositions, conjunctions, so that children remember that these are separate words and do not combine them with others.
To clarify the lexical meaning of a word, it is good to give tasks for selecting the right word to the semantic series: according to the supporting features, to generalizing concepts.
Selection of related words for the given word.
Exclusion of superfluous words.
Compiling a word from these syllables (at first, the syllables are given in order, then loosely).
Dividing a word into syllables and then rearranging them.
Composing a word using initial sounds (letters), other words.
Composing a word from the final sound of other words.
Replacing one sound (letter) in a word to get a new word.
The selection of antonyms for these words and combinations.
Working with homonyms Coming up with sentences with a given word in various lexical meanings.
4. Prevention of writing errors at the phrase level.
Combining nouns with adjectives.
a) Selection of as many words as possible to the proposed one, answering the questions: What ?, What ?, What ?, Whose?, Whose?, Whose?, Whose?
b) Selection of a noun to a given adjective. What can you say: warm, warm, warm?
c) Connecting words with arrows to get the correct phrase, while using both relative and possessive adjectives.
d) Presentation of phrases with a missing adjective ending.
e) Presenting children with incorrectly composed phrases. Help game.Combining nouns with verbs.
a) Match as many as possible to the given word.
b) Selection of a noun for a given verb with a preposition.
c) Selection of the right verb depending on the gender and number of the noun.
combination of nouns with numerals.
In the Russian language, the ending of nouns changes, and sometimes the whole stem when counting.
It is necessary to teach children to correctly coordinate numbers 1,2,5
The combination of numerals with nouns that do not have singular;
5. Prevention of writing errors at the sentence level.
Drawing up proposals according to schemes.
Drawing up schemes for these proposals.
The exclusion of a word from a sentence in order to invite children to correct the mistake by making the right sentence.
a) skipping prepositions;
b) Omission of nouns;
c) Omission of adjectives;
d) Skipping adverbs;
e) Omission of verbs;
6. Implementation of the principle of integration in speech therapy classes.
Implementation of the principle of integration of educational areas is a prerequisite for the implementation of the main general education program preschool education in accordance with current state requirements (FGT, Order No. 655 dated November 23, 2009). To overcome the systemic violation of the speech of children, the maximum concentration of such educational areas as "Cognition", "Communication", "Physical Culture" is necessary, which ensure the comprehensive development of mental and physiological qualities, skills and abilities in accordance with the age and individual characteristics of children.
This cannot but have a positive effect on the formation of coherent speech, grammatical competencies, preparation for schooling, and the development of cognitive processes in general. That is why speech therapy classes, along with traditional ones, set and solve problems of related educational areas, conduct integrated and joint classes with a physical education teacher, educators, and a psychologist. This allows you to make classes more interesting and dynamic. Children get tired less, changing activities helps to assimilate the material, enriches with impressions, and teaches them to adapt to new conditions. It is impossible to master the sound analysis of a word without mastering the skills of quantitative and ordinal counting, without mastering the ratio of part and whole. In speech therapy classes, children learn to count sounds and syllables in words and words in sentences, determine their sequence, compare the number of letters and sounds in a word. Undeveloped spatial representations, problems with structuring elements in a row, inaccurate visual perception, difficulties in self-control significantly slow down the process of mastering reading and writing skills. Having mastered the use of prepositions and their introduction into active speech, the child consciously determines the position of objects in space. The development of lexico-grammatical competencies when using, for example, diminutive and augmentative suffixes depends on the formation of an idea of size.
Thus, the formation of elementary mathematical concepts and a mathematical vocabulary in children with systemic underdevelopment of speech is the main task for a speech therapist teacher from the first lessons. After all, visual and spatial perception, as well as visual and auditory memory, is closely related to the possibility of establishing patterns.
For the formation of skills and abilities it is necessary:
Conducting didactic games, with the same type of toys, objects, dummies (“First, last”, “What has changed?”, “Next, previous”);
Teaching orientation on a sheet of paper: “Catch the figure”, “Left, right, middle”, “Graphic dictation”, on the body: “Do this”, “Close your eyes and repeat”, in space: “Cold - hot”, “ Find according to the scheme”, “The most, the most”, “Closer - further”, in time: “Time to work”, “Merry week”;
Comparison of the graphic structure of letters and numbers ("The fourth extra", "Letters, numbers behind the veil", "Fill in");
Working out the ordinal and quantitative account at the same time as coordinating nouns with numerals and adjectives (“Numeric Cube”, “Favorite Fifth”). At the first stages, “remembrance” verses help well;
A selection of logarithmic exercises, taking into account the tasks to be solved. Children love counting rhymes, both modern and folklore, riddles-"questioners", including logical relations of direction, magnitude, sequence.
7. Achievement of planned results by children
Diagnosis of prerequisites for dysgraphia and dyslexia
To identify the prerequisites for dysgraphia and dyslexia, speech therapy diagnostics is carried out, which includes the following parameters:
1. Attention Sustainability Survey
2. Examination of visual and auditory perception
3.Examination of visual and auditory memory
4.Examination of general motor skills
5. Examination of motor skills articulation apparatus
6. Study of mimic muscles
7. Vocabulary survey
8. Survey of the grammatical structure of speech
9. Survey of the phonemic side of speech
10. Examination of the syllabic structure of the word
11. Examination of sound pronunciation
Dyslalia - violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus.
Phonetic-phonemic underdevelopment - violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.
Agrammatism - violation of understanding (impress.) and use (express.) grammatical means language.
Alfiya Kasimova
Prevention of dysgraphia in preschoolers
Topic: « Dysgraphia warning and dyslexia in children preschool age».
The relevance of prevention preschoolers warning dysgraphia in a kindergarten should be aimed at the formation of both verbal and non-verbal mental functions and processes that determine the normal process of mastering writing
(slide 1)
1. Articular-acoustic dysgraphia.
2. Acoustic dysgraphia.
3. Dysgraphia on the basis of a violation of linguistic analysis and synthesis.
4. Optical dysgraphia.
5. Agrammatical dysgraphia.
6. Motor dysgraphia.
7. Mixed dysgraphia
(slide 2)
Corrective work is carried out in the following directions:
1. Formation of visual perception and recognition (gnosis).
All tasks and games offered from simple to complex, in the classroom they are associated with a lexical topic.
- Game "Find a friend"
target: to learn to visually correlate the real item and its contour or silhouette image.
- Game "Hide and Seek"
target: to learn to recognize a specific image in conditions of difficult perception - crossed out, “noisy”, hidden or contour images superimposed on each other) -
Game "Help the artist"
target: learn to mentally draw images, determine integer by part of the image.
- are important various games to match real items and geometric shapes, as well as real objects by color and size.
Children are shown geometric shapes of various shapes, colors and sizes and it is proposed to choose figures: single color; the same shape; the same shape and size; the same shape and color; different in shape and color.
- Offered assignments for correlating the shape of figures and real items(circle - watermelon, oval - melon, triangle - the roof of the house, etc., as well as the colors and sizes of real items.
Games for the development of perception of size
- “Pick up a bowl for each bear”,
"Show everything items that are taller than the teapot” and others.
“Find the letter” (among others,
“Name the letters” (in the wrong position or in different fonts, “
What letter is hidden? (crossed out and superimposed letters,
"Fill in the letters" (add missing element).
2. For the development of visual memory (mnesis) the following types are used works:
- The game "What's wrong?".
Toys, pictures, silhouettes, geometric shapes are laid out on the table, which children must remember. Then one of them is quietly removed, and the children guess which toy is missing.
- The game "What is superfluous?"
Children memorize several toys, pictures, silhouettes, geometric shapes, and select them among others.
- Game "What has changed?".
Pictures, toys, silhouettes, geometric shapes are laid out, children remember the sequence of their location. Then their location changes imperceptibly. Children must say what has changed and restore the original arrangement of pictures, toys, silhouettes, figures.
3. At the same time, work is underway to develop visual analysis of images into constituent elements, their synthesis.
Offered next games and tasks:
– Find similarities and differences between two images;
- learn and put together subject by its parts(cut color pictures, silhouettes and contours);
– fold item from geometric shapes;
- The game "What figures is the house built from?";
- Game "Find a couple" ( target: learn to find 2 identical pictures from a set or 2 halves);
- Supplement or recognize unfinished images - the game "What did the artist not have time to finish?" (color and contours);
– Games with silhouettes “Which vehicle leaves the garage?”,
- “Who is behind the fence?” ( target: learn to recognize the silhouette subject according to its part);
- “Ridiculous pictures”, “What did the artist draw wrong?” (color, outline images);
- “Fold from sticks or from elements”,
-“Blind a letter from plasticine”, etc., definition similarities and differences between similar letters.
4. Formation of spatial representations.
- Teaching children to navigate their own body (right, left side of the body, top - bottom, front - back)
– Learn to navigate in the surrounding space.
At first determine spatial arrangement items in relation to the child nku: to the right - to the left of you, in front - behind you, closer - further to you.
Used games such as
- “Who swims to the left, who to the right?”
- “Where are the cars going?” and others.
The most difficult is definition the right and left sides of the person standing opposite (for example, the game “Who is holding the instrument in which hand?” Etc., definition spatial relationships between 2-3 items, images (for example, given 3 subject and offered put the book in front of you, put a pencil to the left of the book, a pen to the right, etc., orientation on the plane (on a table, on a sheet of paper, on a flannelgraph).
5. Simultaneously with children, work is carried out on understanding and using pretexts denoting spatial relationships. First take simple prepositions - B, ON, UNDER, then - OVER, FROM, ABOUT, FOR, BETWEEN, TO, FROM, FROM. In order to make it easier for children to learn all the spatial relationships and prepositions, in all kinds of games different schemes are used (visual support).
1. Warning writing errors by letter levels
A game "Magic Letter"
Laying out letters from sticks with fixing attention on which direction the letter is directed, where its elements are located, and in what quantity. Definition of letters written on cards, where presented as correct, as well as false (mirror) letters. Feeling cardboard letters with closed eyes.
Necessary determine by touch what letter is in hand, name it, come up with words containing this letter, put it on the table so that it reflects the correct spelling. Find the missing elements of the letter. To do this, turn to the game "The letter is broken." Outlining letters on a stencil, template, inserting the contour of the letter with seeds, threads, wire. These tasks help to memorize the image of the letter.
A game "What does the letter look like?"
A - antenna, telegraph pole, ladder; U - ears, knot, hanger.
Exercise "Demonstration of letters in different positions"
- Definition of a letter, "written" on the back (with a finger on the skin, the contour of the letter is slowly drawn, on the palm, in the air (eyes closed, eyes open).
Search for letters superimposed on each other.
It is necessary to highlight the letters written one against the other.
Thinking of words starting with a given letter certain position: beginning, middle, end.
Reconstruction of letters. For example: From the letter P, you can make the letter H by moving one stick. Definition of letters, which can be laid out from three (I, A, P, N, S, K) and from two (T, G, X) sticks.
2. Warning spelling errors at the syllable level.
Game "Live letters". Children are given letters. They must find a pair for themselves, so that they get a syllable (any one or given by the reference vowel, or by the reference consonant letter, or the syllable is called immediately in full).
Compiling a syllable from pictures with the selection of the first sounds, the last, the second from the beginning of the word, the second from the end, etc. For example: pictures are given that depict a snail, an ant. Let's make a syllable according to the first sounds: MIND.
Thinking up words with data syllable: Clever, Clever, Clever.
Let's swap the pictures and find out what syllable is now?
We saw - MU. Let's remember the words with this word:
Flour, FLY, Museum, Garbage - at the beginning of the word.
emu, why, panamu (took)- at the end of a word.
zaMUtit, zaMUtit, primula - in the middle of the word.
3. Warning writing errors at the word level.
First you need to define the concept of "word". Words are short and long. The shortest words are conjunctions and prepositions, consist of one letter U, I, K, B, C. Therefore, when studying the letter "a", children get acquainted with the union "a".
Compiling offers, using pictures between which the letter "a" (adversative conjunction). For example: Think of as many as possible proposals using this picture. For example: Carrot is a vegetable and apple is a fruit.
Learning counting. In a letter, all words are written separately, so children suggested to learn counting, with a wave of the hand limiting each word. Particular attention is paid to pretexts, unions, so that the children remember that these are separate words and do not combine them with others.
The game "The word crumbled." Making a word out of these letters. For example: M. T. S. O - bridge; S, 3, B, U - teeth.
Lost letter game. For example, given the following combinations: DU. D. M What word will you get if you insert letters? DU. - oak, spirit, shower; D. M - smoke, house, ladies, doom.
The game "Who is faster, who is more?" From each letter of this word, think of other words. For example, syrup: salt - sugar; iris - game; cancer - role; lake - donkey; the park is dust.
4. Warning spelling errors at the phrase level.
Combining nouns with adjectives.
a) Choose as many words as possible proposed, responding to questions: What, Which, Which, Whose, Whose, Whose, Whose? For example: apple (which)- juicy, ripe, tasty, green, red, large, wormy, whole, bitten, fragrant; track (whose)- hare, wolf, fox, etc.
b) Selection of a noun to a given adjective. About what can say: warm, warm, warm? For example: warm - afternoon, evening, cake, tea, sweater,. warm - weather, jacket, spring, hand,. warm - milk, dress, letter, lake,.
c) Connecting words with arrows to get the correct phrase, while using both relative and possessive adjectives. For example: green leaf, green dress, green lawns.
G) Presentation phrases with missing adjective endings. For example: jacket - red, blue. ; shoes - red, blue
e) Presentation children of incorrectly composed phrases. A game like "Help the Dunno correct the mistake." For example: long evening (long, black wings (black).
Combining nouns with verbs.
a) Match as many as possible to the given word. For example: What can be done with an apple? Pick an apple - buy, eat, wash, divide, cook, bake, draw, etc.
b) Selection of a noun for a given verb with pretext. For example: Come to. (home, father, decision); go away from. (grandfathers, houses, problems).
c) Selection of the right verb depending on the gender and number of the noun. For example: Zhenya fell - Zhenya fell; Sasha is gone - Sasha is gone; apple tree blooms - apple trees bloom. This task must be carried out using pictures.
combination of nouns with numerals.
It is necessary to teach children, right, to coordinate the numbers 1,2,5 with nouns: one chick, two chicks, five chicks; one hen, two hens, five hens; one egg, two eggs, five eggs. When performing such a task, games such as “Teasers” are successful with children. Children are given cards that show pictures from a certain number of items; while the children pronounce: “I have two envelopes, and you don’t have two envelopes”, “I have five lemons, but you don’t have a single lemon.”
Sometimes children are given cards in advance with any items, and put this condition: in the beginning at Sasha everyone items will be one, Seryozha has two, and Anya has five. Then they exchange cards among themselves.
5. Warning writing errors at the level offers.
Drafting scheme proposals:
Winter. ___. Winter came.
The cold winter has come.
A cold blizzard winter has come.
The opposite is also given exercise: Schemaring Data proposals. Exclusion of a word from offers, in order to offer children to correct the mistake by composing the right offer.
a) Pass pretexts: We walked. forest. The cat is sitting. window.
b) Omission of nouns: Apples grow on.
c) Skipping adjectives: Maple leaves are green in summer and in autumn.
d) Skipping adverbs: I will say the word high, and you will answer. (low). I will say a word far, and you will answer. (close).
e) Skipping verbs: Sasha. car. Dad. from the car.
Border highlighting sentences in the text.
A) Offered children to clap their hands when, in their opinion, the semantic phrase is over. An adult reads monotonously phrases: It's raining outside.
b) Setting points in proposals, presented on the board or on cards. Children must learn that the beginning offers always capitalized, followed by a period, question mark, or exclamation point.
The relevance of prevention dysgraphia and dyslexia in preschoolers consists in the earliest, purposeful correction of speech and mental development preschoolers, ensuring the readiness of children for literacy and school adaptation in general, warning secondary deviations in the development of the child. As a result, prevention efforts dysgraphia in a kindergarten should be aimed at the formation of both verbal and non-verbal mental functions and processes that determine the normal process of mastering writing.
Introduction
In the event that the necessary prerequisites for writing by the beginning of learning to read and write are not formed, the child will inevitably encounter great difficulties in mastering the styles of letters, in correlating each letter with the corresponding sound and in determining the order of the letters when writing a word, which will lead to the appearance of dysgraphic errors that are not related to it. with ignorance of grammar rules. In the future, grammatical errors will inevitably be added to this (it is more difficult for such children to learn the rules), which will “coexist” with dysgraphic ones.
Disadvantages of oral speech (violations of voicing, difficulties in mastering the structure of a syllable, substitution of sounds), as a rule, are reflected in writing. Violation of sensory functions (visual agnosia, impaired phonemic hearing) leads to the appearance of optical and acoustic errors.
The purpose of this work: to analyze the theoretical literature and systematize the methods and techniques of working to prevent dysgraphia in children with general underdevelopment of speech in a speech therapy group of a kindergarten.
Object: OHP of children as a factor and cause of manifestation of dysgraphia during schooling.
Subject of study: organization of logo-correctional impact to prevent dysgraphia in children with general underdevelopment of speech in a speech therapy group of a kindergarten.
Hypothesis: the prevention of dysgraphia in children with general underdevelopment of speech will be effective if it is started in the preschool period and various training sessions are conducted to help overcome and prevent dysgraphia.
analyze the psychological and methodological literature on this topic:
characterize dysgraphia and consider its various types;
explore the possibilities of preventing dysgraphia in children with ONR;
conduct research and justify the choice of methods;
analyze the results of the study and draw conclusions.
The study was conducted on the basis of MDOU No. 348 of the Leninsky district of the city of Novosibirsk.
Methods used in writing this work:
theoretical analysis of literary sources;
carrying out practical work;
quantitative and qualitative analysis of the results of the experiment.
mathematical and statistical processing of the results of the experiment.
This work will be of interest to speech therapists, teachers and psychologists working with children of speech therapy groups.
1. Theoretical aspect of dysgraphia as a speech disorder
1.1 Speech and major speech disorders
Speech is not an innate function, it is acquired by every person.
individually in the process of verbal communication of the child with other people. The speech of the child attracted the attention of many researchers, both domestic and foreign.
Speech is the main means of human communication. Without it, people would not be able to receive and transmit a large amount of information.
According to A.N. Leontiev, human speech, the human word and the history of its development act “firstly, as a subject of linguistics ... secondly, as a subject of psychology ... and, finally, thirdly, as a system of physiological processes that carry out this speech activity, but to to which she cannot be reduced."
But there is another opinion. M.R. Lvov believes that in Russian the word speech has three different meanings. This
a) speech as an activity, as a process;
b) speech as a product of speech activity;
c) speech as an oratorical genre.
In this paper, we will proceed from the first definition given by Lvov. Speech is verbal, linguistic communication with the help of language units and often with the support of non-verbal means. Thus, we will consider speech as the process of using language for the purpose of communication.
It is necessary to distinguish between the concepts of "language" and "speech", since in some languages they have a single name. But in the scientific consideration of these concepts, a distinction is required.
Language is a system of signs that people use to convey a combination of sounds that have a specific meaning.
Speech is communication itself, the expression of thought.
Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person.
RS Nemov notes that the link between language and speech is the meaning of the word. It is expressed both in units of language and in units of speech.
Speech reflects the personality of the speaker, the native speaker. Wilhelm Humboldt wrote that “only in the speech of the individual does language reach its ultimate definiteness” [Cit. according to: 10].
From the foregoing, we can conclude that language and speech are inseparable. They are especially closely brought together by the functions that are implemented with the help of speech.
There are two centers of speech:
Broca's center - the center responsible for the formation of the utterance;
Wernicke's center is the center responsible for understanding someone else's speech.
There are two types of speech disorders:
violation of the sound design of the pronunciation side of speech;
Structural-semantic and systemic violations.
The violations of the first group include:
Dysphonia is a violation of phonation (sound) due to a violation of the sound apparatus due to an organic functional disorder of the voice-forming mechanism; may occur at any stage of development.
Bradilalia is a pathological slowness of the rate of speech.
Tahilalia is pathologically accelerated speech.
Stuttering (logoneurosis) is a violation of the pace of speech due to a convulsive state. The cause of occurrence is organic or functional; insufficient stability of the nervous system. Occurs during the transition to phrasal speech to an external stimulus.
Dyslalia is a violation of sound pronunciation with normal hearing and safe operation of the speech apparatus. Occurs due to organic or functional causes.
Rhinolalia - violation of timbre and sound pronunciation; associated with speech disorders.
Dysarthria - violation of sound pronunciation, tempo, expressiveness, modulation; more common in children with damage to the central nervous system.
The violations of the second group include:
Alalia - the absence or underdevelopment of speech as a result of damage to the speech centers in the cerebral cortex in the pre-speech period.
a) motor alalia - Broca's center is affected.
b) sensory alalia - Wernicke's center is affected.
Aphasia - complete or partial loss of previously formed speech; the main feature is the disintegration of the speech stereotype; manifests itself in violation of the phonetic, morphological, syntactic structure of one's own speech and understanding of someone else's speech with the preservation of the movements of the speech analyzer and elementary forms of hearing.
a) sensory aphasia - a violation of phonemic hearing - children do not recognize sounds by ear, do not understand speech addressed to them, it is difficult to perceive words with similar phonemes, impaired writing.
b) acoustic-mnestic aphasia - impaired auditory-speech memory, memory capacity - 2-3 units.
c) optical-mnestic aphasia - the connection between the visual image of the word and the name breaks down; children cannot depict graphic objects, sometimes it manifests itself in the form of a reading disorder.
d) afferent motor aphasia - the inability to transmit sensations from the articulatory apparatus to the cerebral cortex.
e) semantic aphasia - a violation of the understanding of a grammatical structure that simultaneously reflects the analysis and synthesis of phenomena; children do not understand prepositions, suffixes, parental case.
f) motor efferent aphasia - understanding of speech, but the impossibility of pronunciation.
g) dynamic aphasia - a defect in inner speech; children cannot independently form a phrase; extended phrases often suffer.
1.2 Characteristics of children with general underdevelopment of speech
In children of preschool age, the development of speech reaches a fairly high level. Most children correctly pronounce all the sounds of their native language, they can regulate the strength of the voice, the pace of speech, the intonation of the question, joy, surprise (with normal development of speech).
F. Sokhin believes that the development of the sound side of speech is not only the assimilation of the sounds of the native language, therefore, the concept of the sound culture of speech includes not only the possession of the norms of sound pronunciation.
Speaking about the sound side of speech, two aspects can be distinguished - active and passive - the pronunciation of speech and its perception. This was also pointed out by A.N. Gvozdev, who for many years studied the ontogeny of children's speech: "The general course of assimilation of the sound side of speech is determined by the joint action of the auditory and motor spheres." Mastering the sound means of the language, the child relies on speech hearing: the ability to hear, recognize the phonological means of the language.
In children of older preschool age, sound pronunciation has completely returned to normal, so the work is aimed at improving diction, that is, the ability to correctly use sounds in the flow of speech. IN AND. Rozhdestvenskaya claims that most older children speak correctly, but still a certain number of children still do not speak clearly. Based on her observations, she says that children often distort hissing sounds And R, and slight burr, lisp acquire the character of a speech habit. She also pointed out a number of reasons as a result of which the incorrect pronunciation was fixed:
- incorrect speech of others;
- insufficient consideration by adults of the child's tendencies to assimilate the speech of others;
- unbearable for the child speech load;
- an unfavorable environment in which the child lives during the development of his speech.
Many teachers and psychologists note that by the age of six, children do not find it difficult to pronounce words of any structure, they use polysyllabic words. Children clearly distinguish by ear all the sounds of their native language, including those close in their acoustic characteristics: deaf and voiced, hard and soft.
“The inability to distinguish pairs of sounds most often indicates a lack of physical hearing,” says L.M. Kozyrev.
At this age, the ability to change intonation develops: preschoolers can pronounce phrases with interrogative or exclamatory intonation. O.S. Ushakova notes that "at the same time, the ability to correctly use the tempo, the volume of pronunciation, depending on the situation, to clearly pronounce sounds, words, phrases, sentences is formed" .
The rate of speech of children in everyday communication remains moderate, however, possible stylistic and content difficulties make them need to interrupt their statement, pause, stop unmotivated. And, conversely, in a state of excitement, excitement, wanting to speak out as soon as possible, the child begins to speak faster and louder than usual. Rapid speech negatively affects sound - and word pronunciation, haste in speech can lead to understatement, swallowing syllables and words, skipping sounds.
The rapid speech development of older preschoolers is based on the readiness of the articulatory apparatus to produce full-fledged speech sounds.
During this period, the child's passive vocabulary is activated, and the active one expands. This happens not only due to an increase in the number of nouns and adjectives, but also due to the gradual mastery of the suffixal and prefixed way of forming words.
“The vocabulary of a six-seven-year-old preschooler is large enough and no longer lends itself to accurate accounting,” notes L.M. Kozyrev, - all the more there is a large gap in quantitative terms among children with different speech development: there are children with the richest vocabulary and, on the other hand, there are children whose vocabulary is very poor and is limited to everyday topics.
Yu.S. Lyakhovskaya draws attention to the fact that adverbs are a fairly common category in children's speech, but their use is not always correct and appropriate.
Collective nouns, adjectives appear in the child's speech, denoting the composition, state of objects, as well as abstract, abstract concepts. Although the vocabulary of children is noticeably expanding, in the selection of the right words, especially when conveying shades of meaning, details, children make inaccuracies.
L.P. Fedorenko believes that mastery of the native language cannot occur without mastering the means of expressiveness of speech; lexical expressive means available to children are, first of all, the transfer of semantic meaning from one word to another and some classes of synonyms. Preschoolers have access to the assimilation of emotional and stylistic synonyms involved in the creation of speech etiquette. Children are characterized by difficulties in parsing words that are opposite and close in meaning (antonyms and synonyms), as well as inaccuracies in designating signs of objects and actions. All parts of speech, including conjunctions and prepositions, can be inaccurately used.
F. Sokhin says that the improvement of verbal communication is impossible without expanding the child's vocabulary and, at the same time, cognitive development, the development of conceptual thinking is impossible without new words that reinforce the new knowledge and ideas received.
In the process of mastering speech, the child acquires skills in the formation and use of grammatical forms. The formation of a grammatical structure in preschoolers includes work on morphology, which studies grammatical meanings within a word; word formation; syntax.
A.N. Gvozdev states: “At this time, the child already masters the entire complex system of grammar to such an extent, including the most subtle patterns of the syntactic and morphological order that operate in the Russian language, as well as the firm and unmistakable use of many ... phenomena, that the assimilated Russian language becomes for him really relatives".
In older preschool age, sentences in structural terms become much more complicated not only due to simple common sentences, but also complex ones, their volume increases. Less and less often, a child makes mistakes in coordinating words, in case endings of nouns and adjectives. A.I. Maksakova notes that at this time the child easily forms new nouns and other parts of speech with the help of suffixes, forms adjectives from nouns.
However, in the speech of children there are still grammatical errors that remain in the use of forms that are exceptions: some forms of cases, where there are many variants of endings, and other speech errors that are characteristic not only for preschoolers, but also occur in the speech of adults, since they are objectively difficult to digest.
By the senior preschool age, the syntactic structure of speech is formed. G.A. Fomicheva says that the child correctly composes simple sentences, sentences with homogeneous members, while using connecting, adversative, disjunctive conjunctions, he also uses complex sentences in his speech, more often complex, expressing a variety of syntactic relations.
Thus, in the formation of the grammatical structure of speech in preschool children, the ability to operate with syntactic units is laid, a conscious choice of language means is provided in specific communication conditions and in the process of constructing a coherent monologue statement.
Mastering coherent monologue speech is one of the main tasks of the speech development of preschoolers. Its successful solution depends on many conditions.
S.L. Rubinstein identifies two reasons why speech may be incoherent:
1. these connections are not realized and are not represented in the speaker's speech;
2. these connections are not revealed in his speech.
The development of coherent speech is of particular importance, and the development of a dictionary, mastery of grammatical forms, etc. are included in it as private moments. In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation clearly appears. “In order to tell a good, coherent story about something, you need to clearly imagine the object of the story, be able to analyze the subject, select its main properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena,” writes F.A. Sokhin.
There are two types of connected speech: dialogic and monologue. In preschool childhood, the child masters, first of all, dialogical speech, which, as mentioned above, has its own characteristics, manifested in the use of language means that are acceptable in colloquial speech, but unacceptable in the construction of a monologue. In the dialogue, children, talking with the interlocutor, give both concise and detailed answers, use incomplete sentences.
Children learn dialogic speech quite easily, as they hear it every day in everyday life. If the younger preschoolers are dominated by dialogic speech, then the older ones, along with direct speech, appear indirect.
“The child more and more masters the ability of a coherent, consistent, objective presentation,” says A.M. Leushina. “Instead of falling into place and going into the role of this or that character, the child, when telling, begins to more or less independently analyze, evaluate and generalize.”
By the age of 6–7, all conditions for the development of coherent speech have been created: sound pronunciation and grammatical structure as a whole have been formed, and the necessary vocabulary has been accumulated. Linguists and psychologists who study the features of the development of coherent speech distinguish two types: situational and contextual. By the older preschool age, both of these forms coexist, and the child uses one or the other, depending on the tasks and conditions of communication.
The child's speech becomes more structurally accurate, sufficiently detailed, and logically consistent. When retelling, describing objects, the clarity of presentation is noted, the completeness of the statement is felt.
With insufficient mobility of the articulatory muscles, sound pronunciation is disturbed. With damage to the muscles of the lips, the pronunciation of both vowels (o, y) and consonants suffers - when they are pronounced, active movements of the lips are required: rounding, stretching.
Restriction of the backward movement of the tongue may depend on violations of the innervation of the hyoid-pharyngeal, scapular-hyoid, stylohyoid, digastric (posterior abdomen) and some other muscles. At the same time, the articulation of back-lingual sounds (g, k, x), as well as some vowels, especially the middle and low rise (e, o, a), is disturbed.
With paresis of the muscles of the tongue, violations of their muscle tone, it is often impossible to change the configuration of the tongue, its lengthening, shortening, extension, pulling back. Paresis of the muscles of the facial muscles, often observed in dysarthria, also affects the sound pronunciation. Paresis of the temporal muscles, chewing muscles limit the movements of the lower jaw, as a result of which the modulation of the voice and its timbre are disturbed.
Discoordination disorders are characteristic signs of articulatory motility disorders. They manifest themselves in violation of the accuracy and proportionality of articulatory movements. These disorders are usually combined with difficulties in maintaining certain articulatory positions due to the appearance of violent movements - tremors (fine trembling of the tip of the tongue).
The presence of violent movements and oral synkinesis in the articulatory muscles distort the sound pronunciation, making speech obscure, and in severe cases almost impossible. Synkinesis can be observed not only in the speech muscles, but also in the skeletal. With movements of the tongue, children often have accompanying movements of the fingers of the right hand, especially often the thumb.
Voice disorders are extremely diverse, specific to its different forms. Most often they are characterized by insufficient voice power (weak voice, quiet, dwindling in the process of speech), voice timbre disturbances (deaf, nasalized, dull, may be guttural, forced, tense, intermittent, etc.), weak expression or absence of voice modulations (the child cannot arbitrarily change the pitch).
The defeat of the phonological level of the language during the period of intensive development of the speech function in some cases can lead to complex disintegration and pathology of the entire speech development of the child. In this regard, some children have a delay in the rate of speech development, speech inactivity, secondary violations of the lexical and grammatical structure of speech.
I.I. Panchenko in her work “Peculiarities of phonetic and phonemic analysis of sound pronunciation disorders and some principles of therapeutic and corrective measures for dyslalic and dysarthric speech disorders”, examining children with dyslalia, found cases of a mild, unexpressed innervation disorder that causes sound pronunciation disorders, which, apparently, should be attributed to erased forms of dysarthria. Similar information is provided by L.V. Meshkova: "Repeated repetition of movements causes rapid fatigue: the pace of movements slows down, loss of accuracy of movements quickly sets in, sometimes there is a slight blueness of the tongue, it is difficult to maintain the given position of the tongue."
In the practice of speech therapy work, there are often children with impaired sound pronunciation, who, in the conclusion of a neuropathologist, have data on the absence of focal microsymptoms from the articulatory apparatus in the neurological status. However, the elimination of defects in sound pronunciation in such children causes certain difficulties and takes a fairly long time.
Among preschool children, speech impairment - erased dysarthria - is common and tends to increase significantly. However, it is often combined with other speech disorders, such as stuttering, OHP.
A number of authors note that some sound-producing disorders may be based on deviations in auditory perception, which may turn out to be derivative, that is, be of a secondary nature (E.G. Koritskaya, V.S. Minashina, E.F. Sobotovich, etc.). As R.E. Levin, "such a phenomenon is observed in violations of speech kinesthesia that occur with morphological motor lesions of the organs of speech" .
1.3 The concept of dysgraphia and its types
Dysgraphia (graph - I write, dis - disorder) is understood as a specific and persistent violation of the writing process, due to deviations from the norm in the activities of those analyzers and mental processes that provide writing. Agraphia is a complete inability to master writing or a complete loss of this skill.
Dysgraphia and agraphia can be observed in both children and adults. In the latter case, the formed writing skill is partially impaired or completely lost due to organic damage to certain parts of the cerebral cortex (injuries, tumors, cerebrovascular accidents, etc.). In children, damage or underdevelopment of the corresponding parts of the cortex is most often associated with the pathology of pregnancy or childbirth in the mother.
It should be noted a sharp increase in the prevalence of dysgraphia in children over the past few decades. If, according to Professor M.E. Khvattsev, dating back to the 50s of the XX century, the number of students with dysgraphia in public schools in Leningrad was about 6%, but now even by the end of the third year of study, despite the speech therapy work carried out with children starting from the 1st grade, this figure reaches 37%.
Symptoms by which dysgraphia can be recognized are specific and repetitive writing errors that are not related to ignorance of grammatical rules. For example, a child writes ZUK instead of BEETLE, BOX instead of BOX, BOM instead of HOUSE, etc. The most common of these errors are:
letter substitutions (SLAP instead of HAT, KUS instead of GUS);
omissions of letters (ZOTIK instead of UMBRELLA, STL instead of DESK);
inserting extra letters (LANMPA instead of LAMP, MARTKA instead of MARK);
permutations of letters (CONRY instead of ROOTS, ALL instead of LIGHT);
underwriting words (RED instead of RED, ROAD instead of ROAD);
merging several words into one (CHILDREN PLAYED instead of CHILDREN PLAYED);
division of one word into parts (U TYUG instead of IRON, ABOUT KNO instead of WINDOW).
The main feature of these errors is as follows: they are allowed where the spelling of words, it would seem, does not cause any difficulties.
Written speech is formed only on the basis of oral speech and there is a close interaction between them. The main purpose of written speech is to convey oral speech as accurately as possible. To ensure this possibility, the language has a whole system of written characters (letters), each of which corresponds to a well-defined sound of oral speech. Therefore, in the process of writing, we must designate each audible (or mentally represented) sound of speech with the desired letter, strictly preserving, moreover, their sequence. Only under this condition, a word written in the form of alphabetic characters, when read, can be again translated into a sequence of sounds and recognized. If, for some reason, the sounds are indicated by the wrong letters and in the wrong order, then when reading, we will no longer be able to reproduce and recognize the written word.
In order to successfully master writing (its technique), a child must have the following necessary prerequisites for writing already at preschool age:
1. Distinguishing by ear all speech sounds, including acoustically and articulatory close ones (voiced - deaf, soft - hard, whistling - hissing, R-L-Y).
2. Correct pronunciation of all speech sounds.
3. Possession of the simplest types of analysis available to preschool children, namely:
highlighting the sound against the background of the word;
determining the place of sound in a word (beginning, middle, end);
highlighting a stressed vowel sound from the beginning and end of a word.
4. A sufficient level of formation of visual-spatial representations - the ability to distinguish objects and geometric shapes in shape, size, location in space, which is necessary for a strong assimilation of visual images of letters.
In the event that the above prerequisites for writing are not formed by the beginning of learning to read and write, the child will inevitably encounter great difficulties in mastering the styles of letters, in correlating each letter with the corresponding sound and in determining the order of the letters when writing a word, which will lead to the appearance of dysgraphic errors that are not related to it. with ignorance of grammar rules. In the future, grammatical errors will inevitably be added to this (it is more difficult for such children to learn the rules), which will “coexist” with dysgraphic ones.
Depending on which of the above prerequisites of the letter turned out to be unformed, it is customary to distinguish different types of dysgraphia. There is no single classification of it, so we will describe here its most generally recognized forms, most often found in the practice of speech therapy work.
1. Acoustic dysgraphia (in other words, dysgraphia due to a violation of phonemic recognition), associated with indistinguishability (or insufficiently stable discrimination) of some acoustically close sounds by ear.
2. Articulatory-acoustic dysgraphia, associated with the indistinguishability of a number of sounds, not only by ear, but also in the child’s own pronunciation (replacement in oral speech of some speech sounds by others).
3. Dysgraphia on the basis of unformed analysis and synthesis of the speech flow.
4. Optical dysgraphia associated with the difficulty of visually distinguishing between letters.
5. Agrammatical dysgraphia associated with the lack of formation of grammatical systems in a child.
Acoustic dysgraphia, which is based on difficulties in auditory differentiation of speech sounds, leading to frequent substitutions in the letter of the corresponding letters. For example, if a child does not differentiate by ear the sounds P and B, then he will constantly hesitate when choosing letters in the process of writing (SWAMP or CANVAS; SHELF or BOLKA).
Even before the start of schooling, a child who can write only in block letters replaces (confuses) the letters Ш and Ж, П and Б, С and 3 in writing, which is associated with their inability to hear the corresponding voiced and unvoiced consonants. The same will be observed after the assimilation of written alphabetic characters.
To overcome this type of dysgraphia, there is the only reliable way - the education of a clear auditory differentiation of sounds that are not audible. Until this is achieved, the child will continue to write at random. Therefore, it is necessary by any means to bring to his consciousness the difference in the sound of sounds by emphasizing it as brightly as possible.
Working on overcoming acoustic dysgraphia, special attention should be paid to the development of auditory differentiation of hard - soft and voiced - deaf consonants. The absence of such differentiation not only leads to letter substitutions in writing, but also prevents the assimilation of a number of grammatical rules. In particular, a child who does not differentiate soft and hard consonants by ear will not be able to master the rules for designating the softness of consonants in writing - it will always be doubtful for him whether it is necessary to write a soft sign in words like DAY and DAYS and which letter (A or Z) should be written, for example, after L in the word LAMP. The same is true for voiced and voiceless consonants. If a child does not distinguish them by ear, then he will not be able to master the spelling rule of “doubtful consonants” at the end and in the middle of words (in words like MUSHROOM and FUNGUS), as well as the spelling rule of many prefixes (in words like RUNNED and SIGNED). Even changing the word MUSHROOMS in such a way that the dubious consonant is clearly audible (MUSHROOM), the child will still not get rid of doubts when writing it, since he will not be able to catch any difference in the sounds of MUSHROOMS and GRIPS.
All work carried out with the child on auditory differentiation of sounds must be accompanied by written exercises. These can be warning dictations, writing down words invented by the child with differentiable sounds, inserting missing “doubtful” letters, etc. All these exercises will finally consolidate the skill of unmistakable discrimination of sounds and the correct choice of letters, which will indicate the overcoming of this type of dysgraphia.
Articulatory-acoustic dysgraphia is associated with sound substitutions in oral speech, which are reflected in writing. The very nature of written errors in acoustic and articulatory-acoustic dysgraphia is the same, the only difference is that in the second case and in the oral speech of the child there are also the same type of sound substitutions, while this is not observed in acoustic dysgraphia.
Articulatory-acoustic dysgraphia usually “grows” from sensory functional dyslalia that was not overcome before the start of literacy, which is why it is often called “tongue-tiedness in writing”. So, if a child says SARF instead of SCARF or PACKAGE instead of ROCKET, then most often this is how he writes these words. Incorrect pronunciation of words in the process of writing largely contributes to erroneous spelling (the child, as it were, dictates to himself: SARF, LAKETA, etc. At the same time, some well-known and repeatedly encountered words in writing can be written correctly due to support, for example, sometimes there are cases of so-called "survival" tongue-tied tongue in writing, when the child, after mastering the correct sound pronunciation, still continues to allow substitutions of letters in the process of writing.
Dysgraphia on the basis of the unformed analysis and synthesis of the speech stream is due to the fact that the child finds it difficult to single out some individual words in a continuous stream of oral speech and then divide these words into their constituent syllables and sounds. And without a clear orientation in the sound composition of words, the corresponding letter cannot be chosen to designate each specific sound, much less their order can be determined. As a result, the correct recording of words, not to mention phrases, becomes impossible.
An indispensable condition for mastering writing is the child's acquisition of the ability to divide a holistically sounding speech stream into its constituent elements. But if a child at preschool age has not mastered the most elementary forms of sound analysis, then when teaching to read and write, he, as a rule, fails to cope with this difficult task. As a consequence of this, the considered form of dysgraphia appears, the errors in which can be specifically expressed in the following:
writing a whole sentence in the form of one (moreover, most often distorted) “word” (TSVTYSTYATSTLE instead of FLOWERS STAND ON THE TABLE);
omissions in words of consonant letters, especially when they are concatenated (TRELA instead of ARROW);
omissions of vowels (TRKTOR instead of TRACTOR, KARTNA instead of PICTURE);
inserting extra letters (STLOL instead of TABLE, SLOINS instead of ELEPHANT);
permutation of letters (TURBA instead of PIPE, LAPMA instead of LAMP).
division of the word into parts (ABOUT ZERO instead of LAKE).
Optical dysgraphia is associated with the difficulty in assimilation by the child of visual images of letters, many of which seem “similar” to him. The roots of these difficulties most often go back to preschool age and are associated with the unformed visuospatial representations. So, if a child has not learned in due time to distinguish a long ribbon from a short one, then it will be difficult for him to notice that the written letter P has a short stick, while R has a long one; if he has not learned that objects can be located to the left and right of each other, etc., then it will be difficult for him to understand that the oval of the letter Yu is located on the right, and not on the left. All this cannot help but complicate the child's assimilation of letter styles.
Agrammatic dysgraphia is associated with the unformedness of the child's grammatical systems of word formation and inflection, which, first of all, is reflected in his oral speech, manifesting itself in the wrong agreement of words. These difficulties cannot but be transferred to writing. Here are specific examples of incorrect agreements taken from the written work of students in different grades: "CHILDREN GO TO SCHOOL"; "THE CONE FALLED WITH THE TREE"; "MUSHROOM GROW UNDER THE TREES". With great difficulty for such students is the study of declensions of nouns, adjectives, numerals, as well as the assimilation of the rules for agreeing words in gender, number, case. And until the necessary grammatical generalizations are formed in the child, such agrammatisms will not disappear in him either in oral speech or in writing.
We examined certain types of dysgraphia, tracing their direct connection with the violation of certain operations of the writing process, and thereby somewhat simplifying the understanding of the issue. In the practice of speech therapy work, one often has to deal with a mixed form of dysgraphia, which is based on the unformedness of not one, but two or more writing operations at once, which greatly complicates the overall picture of the violation.
2. Prevention of dysgraphia in children with general underdevelopment of speech
2.1 Opportunities for corrective work with children with general underdevelopment of speech
For the first time, a theoretical justification for the general underdevelopment of speech was formulated as a result of multidimensional studies of various forms of speech pathology in children of preschool and school age, conducted by R.E. Levina; Deviations in the formation of speech began to be considered as developmental disorders proceeding according to the laws of the hierarchical structure of higher mental functions. From the standpoint of a systematic approach, the issue of the structure of various forms of speech pathology depending on the state of the components of the speech system was resolved.
A correct understanding of the structure of general underdevelopment of speech, the causes underlying it, the various ratios of primary and secondary disorders is necessary for the selection of children in special institutions, for the selection of the most effective methods of correction and for the prevention of possible complications in school education.
These categories of defective speech are of interest in a differential sense, since in some cases they are similar in external manifestation, although each of them has different causes, localization and pathogenesis.
The ways out of these states are also different. Some are functional dyslalias that do not have organic lesions of the central nervous system in most cases, they are easily amenable to speech therapy, others are dysarthria caused by organic lesions of the central nervous system, require long-term work and are not always completely eliminated.
Speech therapy work with dysarthric children includes methodological techniques associated with the formation of kinesthesia of the articulatory apparatus, phonemic hearing, and speech therapy work with dysarthric children mainly includes techniques for normalizing speech muscles, reducing the phenomena of paresis, tone, hyperkinesis, ataxia.
Difficulties in corrective work with children - dyslatics are mainly manifested in the distorted nature of the pronunciation of sounds, and the difficulties of working with children - dysarthria are mainly associated with the absence and replacement of sounds. When working with dysarthria, difficulties arise when automating sounds, that is, when introducing newly set sounds into syllables, words, and spontaneous speech. These difficulties in automating sounds are caused by poor mobility of the articulatory apparatus when switching from phoneme to phoneme, from syllable to syllable (in more severe cases), from word to word (in milder cases).
Difficulties increase and, subject to the requirements for the child's speech, a new sound is pronounced in words with an easier construction (disyllabic words of two open syllables). In words with a complex syllabic structure (Words with a confluence of consonants and a closed syllable), the newly delivered sound is omitted or pronounced distorted.
Sometimes the duration of corrective work with children with dysarthria is considered possible for several years, and the duration of work with children with dysarthria can stretch for a year.
Children with dysgraphia often have good speech abilities. By school age, they have a sufficient vocabulary, formed phrasal speech. They memorize poems well, cope with the story from the picture and a series of pictures at the level of the age norm, start studying at school on time and do well with the mathematics program. When teaching literacy, children often have difficulties in schooling when mastering written language.
Disadvantages of oral speech (violations of voicing, difficulties in mastering the structure of a syllable, substitution of sounds), as a rule, are reflected in writing. Violation of sensory functions (visual agnosia, impaired phonemic hearing) leads to the appearance of optical and acoustic errors. In such cases, the diagnosis of “erased dysarthria” is supplemented by the diagnosis of “dysgraphia”.
All cases of sound pronunciation disorders, slurred unclear speech should be studied in detail by a speech therapist and neuropsychiatrist in order to identify weakness (paresis) of the muscles of the apparatus that cause speech defects.
The close relationship between the development of speech, sensory functions, motor skills and intelligence determines the need to correct speech disorders in children in combination with the stimulation of the development of all its aspects, sensory and mental functions, thereby implementing the formation of speech as a whole mental activity.
2.2 Speech therapy work with dysgraphic children
Dysgraphia in children is one of the manifestations of systemic underdevelopment of speech and a number of non-speech functions that make it difficult to master writing, language knowledge and skills. According to many researchers, writing disorders are based on a combination of dysfunctions: defects in oral speech, insufficient formation of mental processes and their arbitrariness, fine motor skills of the hands, bodily scheme, sense of rhythm.
Often there are dysontogenetic forms of dysgraphia, in which there is a delay in the maturation of the functional systems involved in mastering the skill of writing.
One of the main tasks of pedagogical work with children experiencing difficulties in learning to read and write is the formation of their psychological readiness, a sufficient level of general development and mental abilities.
The system of logopedic influence has a complex character: the correction of sound pronunciation is combined with the formation of sound analysis and synthesis, the development of the lexical and grammatical side of speech and a coherent statement. Classes with children must begin at an earlier age, approximately 4-5 years, depending on the severity of phonetic (dysarthric) disorders in order to completely overcome the defect in oral speech.
The success of speech therapy classes, according to many authors, largely depends on the early start and systematic conduct.
Work on sound pronunciation is based on the following provisions:
1. Dependence on the level of speech development and the age of the child.
2. Development of speech communication. The formation of sound pronunciation should be aimed at the development of communication, school and social adaptation of the child.
3. The development of motivation, the desire to overcome existing violations, the development of self-awareness, self-affirmation, self-regulation and control, self-esteem and self-confidence.
4. Development of differentiated auditory perception and sound analysis.
5. Effort of perception of articulation patterns and movements through the development of visual-kinesthetic sensations.
6. Phased. They begin with those sounds, the articulation of which the child has is more intact. Sometimes the sounds are chosen according to the principle of simpler motor coordinations, but always taking into account the structure of the articulation defect as a whole, first of all, they work on the sounds of early ontogenesis.
7. In severe disorders, when speech is completely incomprehensible to others, work begins with isolated sounds and syllables. If the child's speech is relatively understandable and in some words he can pronounce defective sounds correctly, work begins with these "key" words. In all cases, it is necessary to automate sounds in all contexts and in various speech situations.
8. In children with lesions of the central nervous system, prevention is of great importance. severe violations sound pronunciation through systematic speech therapy work in the pre-speech period.
Speech therapy is carried out in stages.
The first stage, preparatory, is its main goals: preparing the articulation apparatus for the formation of articulation patterns, in a young child - educating the need for speech communication, developing and clarifying a passive vocabulary, correcting breathing and voice.
An important task at this stage is the development of sensory functions, especially auditory perception and sound analysis, as well as rhythm analysis and reproduction.
Methods and techniques of work are differentiated depending on the level of development of speech. In the absence of speech means of communication, the child stimulates initial vocal reactions and causes onomatopoeia, which is given the character of communicative significance.
The second stage is the formation of primary communicative pronunciation skills. Its main goal: the development of speech communication and sound analysis. Work is underway to correct articulation disorders: in case of spasticity - relaxation of the muscles of the articulation apparatus, development of control over the position of the mouth, development of articulation movements, development of the voice, correction of speech breathing, development of sensations of articulation movements and articulation praxis.
To overcome acoustic dysgraphia, there is the only reliable way - the education of a clear auditory differentiation of sounds that are not distinguishable by ear. Until the beginning is reached, the child will continue to write at random. Therefore, it is necessary by any means to bring to his consciousness the difference in the sound of sounds by emphasizing it as brightly as possible.
Working on overcoming acoustic dysgraphia, special attention should be paid to the development of auditory differentiation of hard - soft and voiced - deaf consonants. The absence of such differentiation not only leads to letter substitutions in writing, but also prevents the assimilation of a number of grammatical rules. In particular, a child who does not differentiate between soft and hard consonants by ear will not be able to master the rules for denoting the softness of consonants in writing. The same is true for voiced and voiceless consonants. If a child does not distinguish them by ear, then he will not be able to master the spelling rule of “doubtful consonants” at the end and in the middle of words, as well as the spelling rule of many prefixes.
The way to overcome articulatory-acoustic dysgraphia lies through the correction of sound pronunciation disorders (elimination of sound substitutions in the child's oral speech) and through the education of a clear auditory differentiation of these sounds. For the latter purpose, exercises can be used, as in acoustic dysgraphia. As with acoustic dysgraphia, great attention should be paid here to work on the formation of phonemic analysis and synthesis of words, which will allow the child to accurately locate "doubtful" sounds. Until all this is ensured, there is no need to talk about the disappearance of letter substitutions in writing.
The only way to overcome dysgraphia on the basis of the unformed analysis and synthesis of the speech flow is to teach the child the methods of sound analysis and synthesis of words and the analysis of the speech flow as a whole. Only when he has a completely clear idea of the sound composition of each recorded word can there be no doubt that he will “not forget” to designate any of the sounds that make up this word with a letter and will be able to reproduce their correct sequence.
First of all, you need to teach the child to divide each sentence into separate words and correctly determine their number. In this case, special attention should be paid to prepositions and conjunctions, which are also independent words and therefore are written separately from significant words. For clarity, you can use graphic schemes of sentences that reflect the number of words that make up them.
Having worked with graphic diagrams of sentences, the child will not forget to start writing the sentence with a capital letter, which is displayed in the diagram with a vertical stick and put a dot at the end of it. He will also understand that spaces must be left between all words in writing, and that prepositions and conjunctions must necessarily be written separately from the words to which they refer.
Similarly, you need to teach the child to divide words into syllables and sounds. To divide words into syllables, he must, first of all, be able to distinguish between vowels and consonants and distinguish vowels in a word.
To overcome optical dysgraphia, it is necessary for the child to develop visual-spatial representations, which will give him the opportunity to notice differences in the style of the letters he mixes.
In the process of direct work on distinguishing letters, the following techniques are widely used:
folding letters from their constituent elements;
"alteration" of one letter into another;
molding mixed letters from plasticine;
writing mixed letters in the air (reliance on a motor analyzer that is more secure in this case);
cutting out letters from paper or cardboard;
stroke outlines of letters;
recognition of letters located differently in space (“upside down”, “laying on their side”, etc.);
recognition of letters superimposed on each other;
recognition of letters written in different fonts (printed, handwritten, uppercase, lowercase, stylized);
writing letters mixed or incorrectly depicted by the child under dictation (at the final stages of work).
All these types of exercises pursue the same goal: to draw the child's attention to the features of the outline of similar letters, to the differences in them, and thereby help him learn their correct spelling. It is very important to carry out a sufficient number of written exercises in the correct spelling of letters.
The main thing that needs to be done with agrammatic dysgraphia is to give the child clear examples of the correct grammatical forms of certain words, to which he could later “adjust” all other similar types of endings.
As with other types of dysgraphia, it also requires a sufficient number of written exercises, which may consist of warning dictations, performing special tasks for copying word endings, putting words in the correct grammatical form, etc.
3. Study of dysgraphia in children with general underdevelopment of speech in a speech therapy group of a kindergarten
3.1 Organization of the study
The study was conducted on the basis of MDOU No. 348 of the Leninsky district of Novosibirsk. The experiment involved 14 children. There were 7 people in the control and experimental groups. The age of the children is approximately the same (Table 1).
Table 1. List of children
| Control group | Experimental group | ||||
Table 1 shows that the age of the children is approximately the same.
The appendix contains anamnesis of children.
The experiment was carried out in both groups of children in their free time, individually with each child. Three methods were used to identify the level of speech development.
Taking into account the close relationship between the state of speech and the motor sphere of the child, the complex structure and conditions for constructing a motor act, the features of motor function disorders, the articulatory-acoustic signs of sounds in the structure of various types of syllables in preschoolers, L.V. Lopatina and N.V. Serebryakova developed a method for correcting manual and articulatory motility disorders in the process of overcoming sound pronunciation disorders and the sequence of using speech material to form the correct articulation of whistling sounds and their automation in various pronunciation conditions.
The main attention in this technique was paid to the formation of the kinesthetic basis of hand movements and articulatory movements. Development exercise system motor function provides for simultaneous impact on the kinetic and kinesthetic basis of movement, on static and dynamic coordination of movements, the formation of various levels of movements and their gradual complication.
“When determining the directions, content and methods for correcting violations of manual and articulatory motility in preschoolers with erased dysarthria, the level theory of the organization of movements by N.A. Berstein; position on the close relationship between fine differentiated motor skills of the hands and articulatory motor skills; position on the complex interaction of the kinetic and kinesthetic basis of movements and on the role of kinesthesia in the control of movements (I.M. Sechenov, I.P. Pavlov, A.R. Luria, A.V. Zaporozhets); position on two main types of orientation. The development of manual and articulatory motor skills is carried out in two directions: the formation of the kinesthetic basis and the formation of the kinetic basis of manual and articulatory movements.
When developing this technique, some exercises described in the works of A.R. were used in a modified form. Luria, N.I. Ozeretsky, O.S. Bot, E.F. Sobotovich, R.I. Lalayeva.
Method #1
Examination of general voluntary motor skills
Motometric tests of the Ozeretsky-Gelnitz scale are used. Both static and dynamic coordination, simultaneity, and distinctness of movements are examined.
1. Standing for 15 sec. with closed eyes; the arms are extended at the seams, the legs are placed in such a way that the toe of the left foot closely adjoins the heel of the right foot, the feet are located in a straight line. (Convergence, balancing when deriving a score is taken into account as a minus.)
2. Finger - nasal test. With the index finger of the right and left hands (in turn), touch the tip of the nose with eyes closed. (The task is considered failed if the child touches not the tip of the nose, but some other place, or first touches another place, and then the tip of the nose. It is allowed to repeat the task 3 times for each hand. A positive mark is given when the task is completed twice correctly.)
3. Bounce. Both feet are off the ground at the same time. Jump height is not taken into account. The task is considered failed if the subject is not able to separate both legs from the ground at once, land on his heels, and not on his toes, for 5 seconds, performs less than 7 bounces. Repetition is allowed.
4. The subject is offered for 10 seconds. With the index fingers of horizontally outstretched hands, describe circles in the air arbitrarily, but of the same size. With the right hand, circles are described clockwise, with the left - in the opposite direction. The task is considered not completed if the child rotated his arms in the same direction, described circles of irregular shape or unequal size. The task can be repeated no more than 3 times.
5. Give a hand, ask to shake it firmly, first with the right, then with the left, and finally with both hands. If there are unnecessary movements, the task is considered failed.
2 points - completion of no more than 3 tasks from the proposed ones;
1 point - performance of one or two tasks from among the proposed ones, poor coordination, awkwardness of movements.
Method #2
Examination of fine movements of the fingers.
A. Determination of the quality and degree of differentiation of movements:
1. Clench your fingers into a fist.
2. Bend each of the fingers alternately on the right, then on the left hand - "Fingers are hiding."
3. Connect the fingers of one hand with the fingers of the other - "Fingers say hello."
B. Examination of actions with objects:
4. Lay out the mosaic pattern.
5. Button up the buttons yourself.
6. Draw vertical sticks with a pencil in a lined notebook.
7. String beads on a string.
8. Put 5 matches in the box with the right and left hand one at a time.
3 points - accurate performance of all tasks;
2 points - completion of at least 5 tasks from the proposed ones;
1 point - completion of one or two tasks from among the proposed ones; poor coordination, awkwardness of movements.
During the examination and in the process of observation, the following are taken into account: the general appearance of the child, posture, attitude to the speech instruction, activity, orientation in space, coordination of the word with movement, the presence of pathological or accompanying speech movements, the state of muscle tone, signs of fatigue, the pace of movements, exercise in motor skills.
3.2 Findings of the study
After the study, the following results were obtained, which are shown in tables 2, 3, 4, 5.
Table 2. The results of the examination of general voluntary motor skills in children of the control group
Table 3. The results of the examination of general voluntary motor skills in children of the experimental group
Not a single child scored 3 points;
2 points - 11 children;
1 point - 3 children.
As a result of the examination of general voluntary motor skills, general motor disorders were identified. The range of active movements in all children is somewhat limited. Some children have increased muscle tone in the limbs. In some children, muscle tone is lowered, elements of dystonia are observed, which in all children is a neurological pathology that can cause speech pathology.
Table 4. The results of the examination of fine finger movements in children of the control group
Table 5. The results of the examination of fine finger movements in children of the experimental group
3 points - clear performance - not a single child;
2 points were received in the control group - 3 children;
in the experimental group - 4 children;
1 point - in the control group - 4 children;
in the experimental group - 3 children.
As a result of the study, all children were found to have impaired manual motor skills, which manifested themselves in impaired accuracy, speed, and coordination of movements.
Violation of sound pronunciation is combined with violations of the prosodic side of speech. Polymorphic disorders of sound pronunciation in the erased form of dysarthria have a negative impact on the process of formation of auditory differentiation of speech sounds. The study showed that children with an erased form of dysarthria have an underdevelopment of both phonetic and phonemic perception. In this category of children, the existence of fuzzy articulatory images leads to the blurring of the lines between the acoustic differential features of sounds and, thus, creates an obstacle to their difference. The speech motor apparatus plays an inhibitory role in the process of perceiving oral speech, creating secondary complications in the auditory differentiation of sounds. In turn, the lack of clear perception and auditory control contributes to the persistent preservation of sound-producing speech defects.
Since the nature of speech disorders is closely dependent on the state of the neuromuscular apparatus of the organs of articulation, the analysis of the data obtained on the speech and psychoneurological state of children showed that their phonetic disorders are due to paretic and spastic phenomena in certain muscle groups of the articulatory apparatus. These children are characterized by rapid fatigue, exhaustion of the nervous system, low performance, impaired attention, memory.
Based on the data of the anamnesis of the results and the medical and pedagogical examination, we concluded that all the examined children have residual effects of CNS damage.
In the process of developing manual and articulatory motor skills, which provides for the formation of the kinetic and kinesthetic basis of movements, the children of the experimental group learned to refine the composition of a motor act, carry out kinesthetic analysis and synthesis of manual and articulatory movements, turn individual motor skills into smooth, serially organized movements. These skills contributed to faster emergence and more stable fixation, compared with children in the control group. In the future, mastering dynamic motor skills in the process of performing sequentially and simultaneously organized series of movements also helped to quickly master the correct pronunciation of the newly trained sound in contextually complex pronunciation conditions.
In the experimental group, the dynamics of the process of automating the delivered sounds is more successful. So, in all children of this group, sounds are more automated in the worked out material, and in one child in spontaneous speech.
At the same time, in the children of the control group, the correct pronunciation of sounds in the worked out material was observed in three children, and in spontaneous speech - in none of the children.
A fairly rapid degree of automation of delivered sounds in various conditions of pronunciation in children of the experimental group was also due to the selection of linguistic material that takes into account the frequency characteristics of disturbed sounds and the degree of their proximity to standard pronunciation.
In the process of experimental training, children received ideas about the intonational expressiveness of speech, learned to give their speech an emotional coloring.
Correct perception and differentiation of intonational structures in impressive speech was observed in all children of the experimental group and only in two children of the control group.
The differences revealed in the study of speech and non-speech functions in children of the experimental and control groups confirmed the effectiveness of the system of speech therapy in correcting violations of the phonetic side of speech in children.
Taking into account the psychophysiological mechanisms of disorders, the individual typological features of the manifestation and structure of the defect (the predominance of the motor or sensory component) in the course of corrective and speech therapy work with children, suggested a targeted impact on the more impaired link in order to maximize its complexation. This made it possible to achieve some success in overcoming violations of the phonetic side of speech in children, but we did not succeed in completely solving the problem of phonetic disorders in children of the preschool group during the period of experimental training.
Tables 6 and 7 present the results of a survey of children in the control and experimental groups after training and prevention.
Table 6 General results of the examination of the control group of children at the end of the study
Table 7. General results of the examination of the experimental group of children at the end of the study
As can be seen from the above data, the level increased in both the control and experimental groups. Appendix 2 contains a mathematical and statistical analysis of the data.
On the basis of the studied material and the conducted research, the following conclusion can be drawn: dysgraphia is a speech disorder that has a complex and heterogeneous structure of a speech defect.
Defects in the phonetic side of speech in this type of speech pathology are determined by a violation of not only motor skills, but also sensory links in the process of mastering the sound side of speech. At the same time, the ratio of impaired motor and sensory links in children is different.
We tried to develop a differentiated system of correctional and speech therapy work on the development of the phonetic side of speech in children of the fifth year of life with dysgraphia who receive speech therapy assistance in a preschool institution. In the course of the formative experiment, they tried to form psychophysiological mechanisms that ensure mastery of the sound side of speech (sensory and motor parts of the speech process); to form speech skills of phonetically correct speech (sound pronunciation, intonational expressiveness). After that, we tried to identify whether there is a positive trend in overcoming violations of the phonetic side of speech in children of four years of age with an erased form of dysarthria participating in a formative experiment and to compare the results of a survey of children in the experimental and control groups.
A comparative analysis of the results of the learning experiment confirmed our assumption that a complex differentiated speech therapy effect can contribute to the formation of phonetic speech in children with dysgraphia.
We were convinced that dysgraphia needs a complex method of corrective action in combination with drug therapy, exercise therapy, physiotherapy, logorhythmics and other special exercises to overcome a complex speech disorder of central origin.
And we also made sure that in the process of correcting violations of the phonetic side of speech in children, the most effective is a complex differentiated speech therapy effect, which is aimed at the formation of psychophysiological mechanisms that ensure the process of motor implementation of speech activity. The system of complex speech therapy work should include the following areas: the formation of perception of oral speech, the development of manual motor skills and motor skills of the articulatory apparatus, the education of the correct articulation of sounds and their automation in various pronunciation conditions, the formation of intonational expressiveness of speech.
Classes with children should be started at an earlier age, from about 4-5 years old, since a persistent violation of the phonetic side of speech in dysgraphia is the leading one in the structure of the defect, it is difficult to correct and requires a long-term correctional and pedagogical impact on all its links.
Conclusion
In the process of work, we analyzed the psychological and methodological literature on this topic; characterized dysgraphia and considered its various types; studied the possibilities of preventing and preventing dysgraphia in children with ONR; conducted a study and substantiated the choice of methods; analyzed the results of the study and drew conclusions.
Speech is a necessary component of modern society. The main goal of speech development is to bring it to the norm determined for each age stage.
The close relationship between the development of speech, sensory functions, motor skills and intelligence determines the need to correct speech disorders in dysgraphia in children in combination with the stimulation of the development of all its aspects, sensory and mental functions, thereby realizing the formation of speech as a whole mental activity.
When solving the problem of violations of the phonetic side of speech and their correction in children with dysgraphia, an integrated approach is significant and productive, including the psychological and pedagogical, psychophysiological, medical, and linguistic aspects of considering this speech disorder.
A differentiated approach in the process of exposure should be carried out taking into account a complex of factors: symptoms of disorders of the phonetic side of speech, the nature of specific types of defects in sound pronunciation, the level of unformed speech and non-speech functions, the zone of proximal development, the presence or absence of violations of the phonemic and lexico-grammatical side of speech, mechanisms and structure speech defect, as well as the individual characteristics of the child.
We tried to develop a differentiated system of correctional and speech therapy work on the development of the phonetic side of speech in children of the fifth year of life with dysgraphia who receive speech therapy assistance in a preschool institution. In the course of the formative experiment, they tried to form psychophysiological mechanisms that ensure mastery of the sound side of speech (sensory and motor parts of the speech process); to form speech skills of phonetically correct speech (sound pronunciation, intonational expressiveness).
The study confirms our hypothesis that the prevention of dysgraphia in children with general speech underdevelopment will be effective if it is started in the preschool period and various training sessions are conducted to help overcome and prevent dysgraphia.
The object of this study was the GNR of children as a factor and cause of the manifestation of dysgraphia during schooling.
The subject of the study was the organization of logo-correctional impact to prevent dysgraphia in children with general underdevelopment of speech in the speech therapy group of the kindergarten.
The purpose of this work: to analyze the theoretical literature and systematize the methods and techniques for the prevention of dysgraphia in children with general underdevelopment of speech in a speech therapy group of a kindergarten, has been achieved. This is confirmed by the conducted research and mathematical-statistical processing of the results.
In conclusion, I would like to draw the attention of teachers to the fact that all future difficulties in writing can be almost unmistakably predicted already at preschool age, while even determining the type of future dysgraphia. After all, if a child does not distinguish some speech sounds by ear (you can check the yoke from the age of two), if after five years there are sound substitutions in his oral speech, and after four agrammatisms still remain, if at five or six years he does not know the simplest forms of sound analysis or reveals the lack of formation of visual-spatial representations, he will not be able to master a full-fledged letter.
For this reason, it is very important for parents and teachers of preschool institutions to carefully look at the child even at preschool age, taking into account the “parameters” listed above. If at least one “weak link” is identified, it is necessary to do everything possible to equalize it in a timely manner, and therefore to prevent dysgraphia.
Bibliographic list
Ananiev B.G. Analysis of difficulties in the process of mastering children by reading and writing. - L, 1976.
Bezrukikh M. M., Efimova S. P. Exercises for classes with children who have difficulties in learning to write. – M.: New School, 1994.
Gvozdev A.N. Questions of studying children's speech. – M.: Enlightenment, 1961. – 365 p.
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Meshkova L.V. The development of children's speech. - St. Petersburg: Peter, 2002.
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Paramonova L.G. Prevention and overcoming of dysgraphia in children. - St. Petersburg: Soyuz, 2001.
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Russian State Pedagogical University
named after A.I. Herzen
Department of Correctional Pedagogy
Graduate work
Prevention of dysgraphia in preschool children with general underdevelopment of speech
Performer - Voroshilova Henrietta Vladimirovna
5th year student LOGO-16S
Faculty of Correctional Pedagogy
Saint Petersburg
Introduction
2.3 Classification of dysgraphia
Conclusion
Literature
Application
Introduction
Relevance. The earliest and most targeted correction of the speech and mental development of preschoolers is one of the most important conditions for the effectiveness of speech therapy, ensuring children's readiness for literacy and school adaptation in general, and also serves to prevent secondary deviations in the development of an abnormal child.
The significance of the problem of prevention of dysgraphia is due to the fact that in children with general underdevelopment of speech, certain features of the formation of speech and non-speech functions and processes associated with the mastery of writing are revealed (8,10,13,21). However, in the specialized literature there are only a small number of studies that address the problem of preventing dysgraphia in preschool children. speech therapy groups in the general system of correctional and educational work (8,10,13,21).
A significant obstacle to its effective solution is the imperfection of the process of recruiting correctional groups. They accept children with impaired formation of all components of the speech system, with different levels of speech development, with different pathogenesis of speech disorders: alalia, dysarthria, rhinolalia. The heterogeneity of children, the impact of speech disorder on the development of cognitive activity, complex interactions between speech and non-speech symptoms, the theoretical underdevelopment of a differentiated approach in the structure of this problem make it difficult to implement it in practice.
Despite the increased interest of researchers in the problem of prevention of dysgraphia, the dynamics of the development of speech in children with ONR in the process of specially organized training has not been studied, it has not been revealed which symptoms are compensated more easily and quickly, and which ones need further correction and what this is connected with, scientifically substantiated analysis of the difficulties that children experience in the course of mastering the educational material. There are no approved programs of correctional and educational work for children of preparatory groups with OHP.
In the preparatory groups for children with OHP, not individual, but mostly unproductive frontal and subgroup work is carried out to form and correct mental functions impaired in children. This work includes only generalized guidelines for the development of memory, attention, visual-spatial functions, analytical and synthetic activity, the formation of language analysis and synthesis, vocabulary, the grammatical structure of speech, the elimination of sound pronunciation disorders, and the development of motor skills.
According to the results of a study of the effectiveness of speech therapy work with preschoolers who attended preparatory groups for children with OHP in kindergartens in St. Petersburg, only 24% of the total number of those surveyed fully mastered the speech kindergarten program and were ready to master writing.
The results obtained are due to the lack of deep scientific validity of preventive work based on a thorough comprehensive study of children with OHP, the structure of the defect, individual psychological characteristics inherent in children with this speech pathology and each child individually.
All of the above generally indicates that the problem of preventing dysgraphia in preschool children with ONR is To the number of relevant, theoretically and practically significant, but not sufficiently developed in speech therapy theory and practice.
The main purpose of the study was to substantiate a differentiated approach and overcome the content of preventive speech therapy work aimed at ensuring the readiness of older preschoolers with OHP to master writing.
To achieve this goal, the following tasks were solved in the course of the study:
1) analysis of speech therapy, psychological and pedagogical, neuropsychological literature on the problem.
2) theoretical justification and development of a comprehensive methodology for studying the state of speech and non-speech mental functions and processes that ensure normal provision of writing in older preschoolers with severe speech disorders;
3) examination of children of preparatory groups with OHP and with normal speech development;
4) identification of children with OHP of the characteristics of the state of the prerequisites for mastering writing by conducting a qualitative and quantitative analysis of the results of the study;
5) development of the basic principles and content of differentiated methodological work on the prevention of dysgraphia, taking into account the identified features;
The object of the study is the state of speech and non-speech psychological functions and processes that underlie writing in preschool children with OHP.
The subject of the study is the readiness of preschoolers with OHP to learn writing.
The problem of the research is the definition and substantiation of the optimal ways of carrying out correctional and speech therapy work on the prevention of dysgraphia in a speech kindergarten with this category of children.
Hypothesis. Considering that in children with OHP the formation of all components of the speech system is complexly disturbed, and there is also an underdevelopment of cognitive activity, it can be assumed that they do not have the speech and non-speech prerequisites for mastering writing. In this regard, speech therapy work on the prevention of dysgraphia in a speech kindergarten should be aimed at the formation of both speech and non-speech mental functions and processes that determine the normal process of mastering writing. A differentiated approach should take into account various options for the inferiority of the functions and processes under consideration, their correlation, and the dominant violations in the structure of the psychological prerequisites of writing.
The practical significance of the study. For practical work with preschoolers with OHP, the characteristics of the subgroups of children identified taking into account the degree of risk of dysgraphia, the proposed directions and the content of a differentiated preventive effect are of importance. Accounting for the results of specially organized speech therapy work, reflecting them in medical records by building individual development routes. Accompanied by verbal interpretation, they allow to establish the relationship between the initial stages of education (speech kindergarten and school) and optimize the work on the prevention of dysgraphia.
The scientific novelty and theoretical significance of the study lies in the fact that:
the problem of prevention of dysgraphia in preschool children about OHP was posed and developed, taking into account the modern understanding of the psychological content of the writing process;
the speech and cognitive readiness of this category of children to master writing was studied;
the features of the state of mental functions and processes underlying writing were revealed in children of preparatory groups with OHP in comparison with the age norm;
the means of preventive speech therapy work with this category of children are systematized and differentiated.
Chapter 1
1.1 Analysis of clinical, psychological and pedagogical literature on the problem of prevention of dysgraphia in preschool children with ONR
The readiness of children for systematic schooling, in the structure of which the problem of preventing writing disorders is being developed, is considered as a comprehensive upbringing and development of the personality of a preschooler, mastering by him an integral system of properties and qualities acquired in physical, mental, aesthetic development (1).
In the etiology of school failure, there is a complex of various pathological factors, the influence of heredity, organic brain damage in the early stages of development, the impact of adverse factors in the prenatal, natal and postnatal periods, and an unfavorable microsocial environment (2). The authors point to the predominant occurrence of school difficulties in the combination of several partial mental disorders or in the combination of partial underdevelopment with other unfavorable factors (3).
An analysis of the special literature on the problem of school readiness made it possible to draw conclusions about the need to optimize the process of preparing children for schooling, to improve the diagnosis of the level of readiness for the systematic acquisition of knowledge, about the need to develop differentiated approaches to children with developmental disabilities, which in general will contribute to solving the problem. dysgraphia prevention.
The historical aspect of considering the problem in special pedagogy includes the analysis of work directly related to the implementation of a preventive approach in teaching children with speech impairment (6,7,8,9,10,11). In the works, the main attention is paid to the in-depth development of narrow issues related to identifying the characteristics of various aspects of mental activity and their correction in speech underdevelopment.
An analysis of this literature allows us to conclude that the problem of preventing dysgraphia in schoolchildren with OHP was not fundamentally raised in speech therapy, although the desire for its implementation is visible in a number of studies.
1.2 Written speech, the prerequisites for its formation
Written speech is one of the forms of the existence of a language, opposed to oral speech. This is a secondary, later in time form of existence of the language. For various forms of language activity, both oral and written speech can be primary. If oral speech singled out man from the animal world, then writing should be considered the greatest of all inventions created by mankind. Written speech not only revolutionized the methods of accumulation, transmission and processing of information, but it changed the person himself, in particular his ability to think abstractly.
The concept of written speech includes reading and writing as equal components.
"Writing is a sign system of fixing speech, which allows using graphic elements to transmit information at a distance and fix it in time. Any writing system is characterized by a constant composition of signs." (48)
Both oral and written forms of speech are a kind of temporary connections of the signaling system, but, unlike oral, written speech is formed only in conditions of purposeful learning, i.e. its mechanisms are formed during the period of learning to read and write and are improved in the course of all further education. As a result of reflex repetition, a dynamic stereotype of the word is formed in the unity of acoustic, optical and kinesthetic stimulation (13,14). Mastering written speech is the establishment of new connections to the method by the word audible and spoken, the word visible and written, because the writing process is provided by a coordinated four analyzers: speech-motor, speech-auditory, visual and motor.
The shortest unit of speech, in accordance with this, can be conditionally represented as follows:
* Analysis of the sound composition of the word to be recorded.
A.R. Luria defined reading as the main form of impressive speech, and writing as a special form of expressive speech, noting that writing (in any of its forms begins with a certain idea, the protection of which helps to slow down all extraneous tendencies (running ahead, repeating ...). Actually writing includes a number of special operations:
The first conditions for writing are the definition of the sequence of sounds in a word. The second is the refinement of sounds, i.e. turning what is heard into this moment sound variants into clear generalized speech sounds - phonemes. At first, these two processes proceed completely consciously, in the future they are automated. Acoustic analysis and synthesis proceed with the closest participation of articulation;
* translation of phonemes (audible sounds) into graphemes, i.e. into visual schemes of graphic signs, taking into account the spatial arrangement of their elements;
* "transcoding" of the visual schemes of letters into a kinetic system of successive movements necessary for recording (graphemes are translated into kinems).
Recoding is carried out in the tertiary zones of the cerebral cortex (parietal-temporal-occipital region).
Morphologically, tertiary zones are finally formed on the 10th - 11th year of life. The motivational level of writing is provided by the frontal lobes of the cerebral cortex. Their inclusion in the functional system of writing ensures the creation of an idea that is held by means of inner speech.
Retention of information in memory is ensured by the holistic activity of the brain. As A.R. Luria, the proportion of each of the writing operations does not remain constant at different stages of motor skill development. At the first stages, the main attention of the writer is directed to the sound analysis of the word, and sometimes to the search for the desired grapheme. In the developed skill of writing, these moments recede into the background. When writing well-automated words, writing turns into smooth kinetic stereotypes (19).
Let us consider a range of questions that allows us to trace the influence of a number of ontogenetic factors on the formation of written speech, namely: the formation of the mechanisms of oral speech and the evolution of spatial discrimination in a normally developing child.
The first series of questions is related to the fact that written speech uses a ready-made mechanism of oral speech.
The selection of the second series of questions is connected with the understanding that, in a certain sense, the reading process includes the translation of a spatial sequence of graphic signs into a temporal sequence of sound complexes, and the writing process at the recording stage requires the transformation of a temporal sequence of sounds into a spatial sequence of graphic signs.
1.3 The concept of a phonemic system
A phonemic system is a system of language phonemes in which each unit is characterized by a certain set of semantic features. In Russian, these features are hardness or softness, sonority or deafness, the method of formation, the place of formation, the participation of the palatine curtain. There are certain relationships in the phonemic system. Each phoneme differs from any other either by one semantic distinguishing feature, or by several features. In cases where phonemes differ from one another by several semantic features, they speak of distant, dissimilar sounds. If the phonemes differ in only one semantic feature, then they are close, oppositional.
In the words of a language, one can distinguish combinations of phonemes following one after another in a certain sequence, which is associated with semantics, meaning. Changing the phoneme in a word or changing the sequence leads to a change in the meaning or its destruction.
In this regard, Orfinskaya V.K. identified the following functions of the phonemic system:
semantic function, i.e. correlation of a certain combination of phonemes with meaning;
auditory differentiation of phonemes. We distinguish words because we differentiate each phoneme that is part of the word. We distinguish the meaning of the words "stick" and "beam" because we distinguish the phonemes "p." and "b" in these words;
phonemic analysis, i.e. decomposition of a word into its constituent phonemes.
Speech hearing is the main afferent link of the speech system. In addition to non-speech hearing, a person also has specialized speech hearing. Speech and non-speech hearing are two independent forms of the auditory system.
Speech hearing is an entirely lifetime formation, it is formed in a certain speech environment and is formed according to the laws of this speech environment. The hypotheses put forward by some authors about the existence of innate prototypes of language, which develop after birth under the influence of speech influences, have not received experimental confirmation. Most of the leading linguists believe that only some features of the auditory analyzer can be considered as innate inclinations, for example, the ability to capture auditory information even more or less, and more or less quickly master speech as such, but by no means some kind of innate unconditioned reflexes, which allegedly then only appear under the influence of speech stimuli. Speech hearing is phonemic hearing - a subtle systematized hearing that has the ability to carry out the operations of distinguishing and recognizing the phonemes that make up the sound shell of a word.
Phonemic perception - special mental actions to differentiate phonemes and establish the sound structure of a word. Phonemic hearing is formed in a child in the process of learning and understanding oral speech as the primary form of speech activity. Mastering the phonemic structure of a language precedes other forms of speech activity - oral speech, writing, reading, so the phonemic hearing of the speech system is the basis of the entire complex speech system. This is the normal course of development of the native language.
Speech, or systematized, hearing is a very complex formation. There are two levels of perception of the sound composition of speech. One of them is characterized as a level of imitation of sounds that does not require their assignment to certain letters, i.e. speech classification of these sounds. When simulating speech sounds, the latent periods of speech responses are approximately 220 ms. These are very fast answers, considering that the time of a simple motor reaction in conditions where there is no problem of choice is 150-180 ms.
At the basis of the perception of the phonemic difference in the composition of words, they are differentiated according to their purpose, i.e. understanding of speech, however, as Selitskaya B.V. etc., when perceiving speech, the word is not divided into its constituent parts and their sound composition is not recognized. This gives reason to attribute the process of phonemic perception to simpler functions, in the formation of which the auditory and speech-motor analyzer plays the main role, as well as mental processes, such as memory, attention.
In phonemic analysis, we not only recognize and distinguish words, but turn our consciousness to the sound composition of the word. Even with the most elementary types of analysis, words are compared by sound, sounds are distinguished from the background of the word.
On the basis of auditory perception and the child's own pronunciation, sound images of words or phonemic representations are formed.
With unformed phonemic hearing, the correct standard is not retained, which should become a model for repetition. Then hearing will not develop only as a result of constant repetition by adults of the required pattern. Of course, this condition is necessary, but it is not yet sufficient. Two more conditions must be met. We have just indicated one of them in a general form. It is necessary that the sound complexes differ in their purpose. The child must respond to the differences in the objects themselves - ma (mother) and we (the bottle of milk). Such subject-semantic reinforcement will allow us to distinguish elements of sound complexes by ear - "m" in "ma" will be identical with "m" in "mo", and "a" in "ma" will be different from "o" in "mo". The need for such reinforcement is dictated by the fact that phonemic differences are very subtle. Auditory attention can skip them if they are vital, practically not needed by someone who is mastering the language.
The second additional and also very important condition for the development of phonemic hearing is the motor realization of a given acoustic standard. We are only finally convinced of the correctness of our knowledge when we check them in practice, it also happens in the formation of the speech process. Speech is a two-way process: I must reproduce the same speech sounds that are in the composition of the words I received from another person. Otherwise communication would be impossible. But I can only reproduce those sounds that differ by ear. Thus, hearing becomes the control of speech movements. But since as a result of speech movements sounds are obtained, comparison of the given side of the sound and the one reproduced by the student allows improving both speech movements and one's own phonemic hearing. This mechanism in its general form is currently well defined.
With phonemic perception, words are differentiated by meaning and auditory images of sounds. Recognition of a word is based on the acoustic-orticulatory features of the entire word as a whole.
Phonemic perception in the process of antogeny goes through certain stages of its development. So, Levina R.E. the following stages are distinguished:
1. The first stage is the complete absence of differentiation of speech sounds. At the same time, the child does not understand speech. This stage is defined as prephonemic.
2. At the second stage, it becomes possible to distinguish acoustically distant phonemes, while acoustically close phonemes are not differentiated. The child hears sounds differently than adults. Distorted pronunciations probably correspond to incorrect speech perception. There is no difference between correct and incorrect pronunciation.
3. At the third stage, the child begins to hear sounds in accordance with their semantic features, however, distorted, incorrect pronunciation of the word also correlates with the object. At the same time, Levina R.E. notes the coexistence at this stage of two types of language background:
the former, tongue-tied and emerging new.
4. At the fourth stage, when the child perceives speech, new images predominate. Expressive speech almost corresponds to the norm, but phonemic differentiation is still unstable. What is manifested in the perception of unfamiliar words.
5. At this stage, the process of phonemic development is completed, while both the perception and the expressive speech of the child are correct. The most significant sign of the transition to this stage is that the child distinguishes between correct and incorrect pronunciation.
According to Shvachkin N.Kh. the difference in sounds, the development of phonemic perception occurs in a certain sequence. It was found that at the first stage of the development of phonemic hearing, the most roughly opposed sounds are distinguished: vowels and consonants. But within these groups of sounds, there is still a broad generalization. Consonants are not yet distinguished at all" and among the vowels the most phonetically powerful and easily articulated sound "a" stands out (it is opposed to all other vowels, which also do not differentiate between themselves).
In the book "Speech therapy" Khvattsev M.E. notes that it is important to know some patterns of listening to speech sounds, especially consonants. Hissing and whistling are best perceived, sharply worse - f, x, v, and even weaker p, t, k, b, e, g, which are therefore easier to liken. Moreover, the smaller the phonetic group (hissing, whistling, explosive), the easier its sounds are differentiated, and vice versa, the closer the sound of the group is acoustically to others, the more often it is likened. (45)
The distinction between the presence and absence of a consonant occurs before the distinction between consonants. Before other consonants, the child distinguishes sonorants in speech. This, apparently, is explained by the fact that sonorous sounds are closest in their acoustic characteristics to vowels. Among noisy consonants, articulated noisy sounds begin to stand out earlier than others, i.e. sounds already present in the child's speech. Up to this stage, hearing played a leading role in the development of phonemic perception, then articulation begins to influence. Thus, in the process of speech development, speech-auditory and speech-motor analyzers closely interact with each other.
Such an early differentiation of hard and soft consonants can be explained by the fact that this difference is semantically significant in Russian and is used very often. Subsequently, the child learns differentiation within groups, first sonorous, then noisy.
The difference within the group of sonorous consonants is carried out by the following sequence. Initially, the differentiation between the nasal and smooth groups is learned. There is an opinion that a child begins to distinguish nasal sonorants earlier than smooth ones, since nasal sonorants (m, n) are simpler in terms of articulation than smooth ones (l, p). Somewhat later, children develop the ability to distinguish within groups, first nasal, then smooth sonorant consonants, because smooth sonorous sounds begin to differ even at the age when they are not pronounced.
Within the group of noisy consonants, first of all, sounds that differ in the place of formation begin to differ. First, the labial and lingual are differentiated. There is an opinion that the visual analyzer plays a decisive role in distinguishing these consonants.
At the next stage of phonemic perception, they begin to distinguish between sounds that differ in the way they are formed, primarily explosive and fricative. This is facilitated by the peculiarities of the articulation of explosives. The presence of a bow causes an increase in kinesthetic sensations in the process of articulating these sounds.
Somewhat later, in the process of developing phonemic perception, a distinction arises between front- and back-lingual sounds, i.e. within the group of lingual sounds. The differentiation of these consonants is hampered by the inaccuracy of the kinesthetic sensations of the position of the tongue in the oral cavity.
Quite late, the child learns the differentiation of deaf and voiced. The assimilation of the differentiation of voiced and deaf begins with acoustic discrimination. Based on this distinction by ear, pronunciation differentiation arises, which, in turn, contributes to the improvement of acoustic differentiation. At the same time, the initial acoustic differentiation and subsequent auditory articulated voiced and voiceless consonants are qualitatively different. Here, close interaction and interdependence in the functioning of the speech-auditory and speech-motor analyzers play an important role.
At the next stage, the development of phonemic perception, according to Shvachkin N.Kh., the differentiation of hissing and whistling is assimilated. Hissing and whistling sounds appear very late in the speech of children, moreover, these sounds are similar in their articulatory features. For example, according to the place of formation, according to the participation of the palatine curtain, these sound? hard and deaf. They differ only in subtle differentiation of the movements of the anterior part of the tongue.
Normally, the process of phonemic differentiation, like the process of pronunciation differentiation, ends at preschool age.
In connection with the above material, three schemes can be compared with each other:
Scheme 1 - distinguishing sounds by ear (in children with developed speech):
hissing - whistling; hard - soft; sonorous - noisy; deaf - voiced; explosive - fricative.
2 scheme - the gradual development of phonemic hearing (in the process of speech formation); sonorous - noisy; hard - soft; explosive - fricative; deaf - voiced; hissing - whistling.
3 scheme - the gradual formation of sounds in children's speech: sonorous - noisy; deaf - voiced; explosive - fricative; hard - soft; hissing - whistling.
As can be seen from the diagrams, the sequence of distinguishing sounds in the process of developing phonemic hearing depends not only and even not so much on the acoustic properties of speech sounds, but on the possibilities of developing a speech-motor analyzer. Thus, when comparing diagrams 2 and 3, it can be seen that the distinction between hard and soft consonants in the process of developing phonemic hearing occurs earlier than it is noted in the course of the formation of speech sounds. In this case, the acoustic properties of sounds appear to be decisive: hard and soft sounds are acoustically distant.
Thus, the sequence of distinguishing sounds in the course of the development of phonemic hearing is to a certain extent dependent on the development of the speech-motor analyzer: sounds that are differentiated in pronunciation differ by ear better than undifferentiated ones, despite the fact that the former may be closer to each other.
The complexity of the process of development of phonemic hearing lies in the fact that it is influenced by a twofold kind: the acoustic properties of sounds and their ability to pronounce, i.e. from their own auditory speech-motor analyzers.
The term "phonemic analysis" defines elementary and complex forms of sound analysis. The elementary form includes the selection of sound against the background of the word. This form appears spontaneously in preschool children. A more complex form is the isolation of the first and last sound and word and the determination of its place. And finally, the most difficult form of phonemic analysis is sequence determination. (After what sound and before what).
This form of sound analysis does not appear spontaneously in children, but only in the process of special training.
Thus, we can conclude that the formation of phonemic perception is an integral part of the full language acquisition. The development of phonemic hearing is a prerequisite for successful literacy.
1.4 Formation of speech mechanisms in ontogeny
Stages of mastering writing. Sensor - the motor basis of the child's mental development is not coordination that occurs between the eye and hand, but between hearing and voice (19). The formation of the speech function in the hypothesis occurs according to certain patterns that determine the consistent and interconnected development of all aspects of the speech system (phonetic side, lexical stock and grammatical structure).
The works of A.N. Gvozdev, N.Kh. Shvachkina, N.I. Krasnogorsky, V.I. Belchukov, A. Vallon and other researchers. The function of the auditory analyzer is formed in the child much earlier than the function of the speech-motor analyzer: before sounds appear in speech, they must be differentiated by ear. In the first months of a child's life, sound accompanies involuntary articulation, arising after the movements of the organs of the articulatory apparatus. In the future, the relationship between sound and articulation changes radically: articulation becomes arbitrary, corresponding to the sound expression (46).
The way of pronunciation for the child is the speech of others. But at a certain stage of speech development, the articulation of some sound is inaccessible to the child. The child is forced to temporarily replace it with one of articulatory close and accessible sounds. Such a substitute is often acoustically far from the audible sample. This acoustic discrepancy becomes an incentive to search for a more perfect articulation pattern that would correspond to the audible sound. In this process, the leading role of auditory perception is revealed, but at the same time, the course of approaching the desired sound is subject to the possibilities of developing the speech-motor analyzer (13). By the time the phonetic side of speech is formed, the auditory analyzer receives functional independence. The sounds of speech seem to be equalized in terms of the degree of difficulty in distinguishing and reproducing them.
The sounds of speech do not exist in isolation, but only as part of words, while words - in phrases, phrases, in the flow of speech. The interaction of phonetic and lexical-grammatical aspects of speech is revealed in the theory of speech mechanisms by N.I. Zhinkin, according to which the mechanism of speech includes two main links:
1) the formation of words from sounds;
2) composing messages from words.
The word is the place of connection between the two links of the mechanism of speech. At the cortical level of voluntary speech control, a fund of those elements from which words are formed ("phoneme lattice") is formed. In the second stage of the selection of elements, the so-called "lattice of morphemes" is formed. According to the theory of N.I. Zhinkin, words become complete only in the operation of composing messages. The whole point of the speech-motor analyzer is that it can produce new combinations of complete words each time, and not store them in memory in such a combination. As soon as the topic of the message is determined, the range of vocabulary narrows. The rules for selecting particular words are determined by the purpose of that particular message. All speech designations and their rearrangements can be made only by material syllabic means, because The syllable is the basic pronunciation unit of a language. That is why, according to N.I. Zhinkin, the main thing is where it starts speech process and how it ends" is a code of speech movements (selection of the required speech movements), and this is its great role on the path from sound to thought.
For mastering written speech, the degree of formation of all aspects of speech is essential. Violation of sound pronunciation, phonemic and lexical and grammatical development are reflected in writing and reading.
Grapho-motor skills. In the process of writing, the eye and hand are also actively involved, and then the question of the interaction of the auditory, visual, speech-motor and motor components of writing becomes of particular importance. As P.L. Gorfunkel, some researchers were inclined to suggest that visual participation in writing is optional, believing that the writing of a literate person is based on the ability of auditory and speech-motor representations to directly include motor representations, bypassing the visual link. But the more important role must play in the very act of forming writing, then not yet formed by the motor representations themselves, and not just their connections with auditory and speech-motor representations.
Grapho-motor skills are the final effector link in the chain of operations that make up writing. Thus, they can influence not only calligraphy, but the entire process of writing as a whole. For example, the presence of difficulties in depicting letters sometimes loads the child's attention to such an extent that it disorganizes all previous operations. Their formation in ontogenesis undergoes a significant evolution simultaneously with the development of visual activity. The most important function on which this process depends is hand-eye coordination. Throughout a significant part of preschool childhood, the regulation of visual movements is carried out mainly on the basis of the motor analyzer. The period from 1 to 4-5 years is spent on mastering the voluntary regulation of hand movements. execution control, Feedback(afferentation) occurs with the help of kinesthesia. Drawing, children at this age rely on the memory of the hand (19). Visual control over movements is almost absent. Gradually, inter-analyzer integration of kinesthetic sensations during drawing and visual images perceived at the same time takes place. The hand, as it were, teaches the "eye".
Interanalyzer integration reaches its greatest development at the age of 6-8 years. In this case, the "eye", enriched by the experience of the "hand", takes part in the control of movements. From this moment on, visual-motor coordination begins to take a leading position in the regulation of graphomotor movements and the development of appropriate skills. Therefore, the formation of these abilities is one of the indicators of the so-called "school maturity".
The immaturity of complex forms of visual motor coordination was found by us in most children with dyslexia and dysgraphia, especially in cases of the most severe disorders (2). In some cases, the lack of formation of graphomotor skills is the reason special kind violations of motor or kinetic dysgraphia (4,3).
The peculiarity of writing as a complex skill is that it requires the integration and coordination of all three of these operations. Such a structure is characteristic of most writing systems, with the exception of hieroglyphic writing, where there is no modeling of the sound structure of a word and symbolization of speech sounds.
Writing can be considered as a motor act, in which its motor composition and semantic structure are distinguished. The motor composition of writing is complex and differs in originality at each stage of mastering the skill. So, a child who starts learning to read and write begins with mastering the semantic aspect of writing. Unlike an illiterate child, who "copies" letters with all the features of the font, like a geometric pattern, a novice student perceives letters as semantic schemes associated with their sound images of words. Professor N.A. Bernstein noted that cursive in its formed form includes a number of factors: the general tonic background of the writing hand and the entire working posture; vibrational innervation of the muscles of the forearm, wrist and fingers, which is very rhythmic and monotonous; the implementation of the roundness of the movement and its temporary (rhythmic) pattern; the implementation of the descriptive side of the letter (the contours of the letters and what constitutes an essential part of the handwriting). In the act of writing, there are certainly elements of adjusting to space: a skilled grip and holding of the writing instrument, the realization of the movement of the pen tip along the surface of the paper along real or imaginary rulers.
The trajectory of the pen tip when writing is not identical to the movements of the fingertips guiding the pen. “Accurate cyclogrammetric observations of writing movements,” writes N.A. Bernshtein, “show that even the fingertips closest to the pen make a non-planar movement and are so different from the movements of the writing tip that their trace is no longer readable. Thus, none of points of the limb itself does not write out a single letter in space, but only sharply, albeit naturally, distorted modifications (anamorphoses) 19. It is this recoding of movements and its automation that presents one of the greatest difficulties for a beginning student.
Also interesting is the researcher's remark that every child, regardless of the teaching method applied to him, inevitably goes through several phases. At the first stage of learning, the student writes large, and this is due not only to the roughness of his spatial coordination. The reason is that the larger the writing, the smaller the distinctive difference between the movements of the pen tip and the movements of the hand itself, i.e. the simpler and more accessible is the recoding, and this is confirmed by cyclographic observations. Only as this recoding is mastered, the child learns to transfer first visual and then proprioceptive corrections to the pen tip, acquiring the ability to automatically provide the pen tip with any required trajectory. Due to this, the size of the written letters gradually decreases. Simultaneously with this process, the development of writing along the line is also taking place. The movement of the forearm, leading the pen along the line, is gradually transferred from the competence of visual control to the area of proprioceptive. Then the arrangement and direction of the lines are already successful on unmarked paper. Finally, the most difficult thing of all is mastering cursive writing itself. At the same time, the correct distribution of pressures is mastered, Thus. force control along the third coordinate, perpendicular to the plane of the paper. Real cursive writing is developed through long practice, always already after adolescence.
The position of N.A. Bernstein that "on the basis of accumulated experience, some part of external influences is gradually isolated, which can be taken into account in advance to a greater or lesser extent. This creates the possibility of preliminary, or preliminary corrections included in the very initial moments of a given episode of movement. In these cases to replace the previously applied secondary corrections, which introduced corrections into the movement as deviations actually accumulated" (22).
Apparently, instructions on the formation of the skill of preliminary corrections should enter the methodology of teaching writing as a conscious task, the solution of which requires purposeful pedagogical techniques.
So, the initial period of learning to read and write should have the formation of a complex unity, including ideas about the acoustic, articulatory, optical and kinetic image of the word.
Chapter 2 Features of violation of written speech
2.1 Etiology and pathogenesis of writing disorders
Partial disorders of the process of reading and writing are called dyslexia and dysgraphia.
In speech therapy: "a partial violation of a writing disorder, manifested in persistent writing errors" due to the underdevelopment of higher mental functions. "Their main symptom is the presence of persistent specific errors. Dysgraphia and dyslexia usually occur in combination.
The etiological study of violations of written speech is complicated by the fact that it is always retrospective "for the factors that caused these disorders, To By the time the child enters school, they may fade into the background.
Nevertheless, the analysis of literature data allows us to establish a number of causes that have arisen simultaneously or sequentially.
Reading and writing disorders may be due to a delay in the formation of certain functional systems that are important for the development of written speech, due to the harmful effects that were in place at different periods of the child's development. In addition, dyslexia and dysgraphia occur with organic speech disorders (15, 20, 2 1). Researchers such as B. Halgren, M. Rudinesco note a hereditary predisposition to dyslexia, when the qualitative immaturity of individual brain structures involved in the organization of written speech is transmitted. In the domestic literature, the concept of R.E. Levina, who interprets reading and writing disorders as manifestations of a systemic speech disorder, as a reflection of the underdevelopment of oral speech in all stages.
Research in recent decades proves that often one of the causes of the considered violations of reading and writing are the difficulties in the formation of the process of latorization (functional asymmetry in the activity of paired sensorimotor organs). An unformed in time, as well as a cross-folding lateralitis reveals that the dominant role of one of the cerebral hemispheres has not been established. This can lead to impaired speech development. In cases of delay in the process of lateralization and with various forms"conflict of dominance" makes it difficult to cortical control over many activities. Thus, writing with the right hand in a left-handed child may suffer due to a decrease in the analytical and synthetic abilities of the subordinate hemeosphere.
Dyslexia and dysgraphia may be the result of a disorder that occurs in a vast area of praxis and gnosis, which provide perception of space and time, because the most important factor in dyslexia and dysgraphia is the difficulty in finding a starting point in space and time, as well as in analyzing and reproducing accurate spatial and time sequence (23,24). N. Grangen and J. Ajournaguerra express the opinion that a well-lateralized child has clear “reference points” in his right-handedness or clear left-handedness, while a weakly or cross-haired lateralized child loses a strong point important for his constructive actions. The connection between poor lateralization and violations of written speech has a subsequent character, because the decisive role is played not by the state of laterality itself, but by the unformedness of spatial representations and orientations associated with it.
Interesting is the observation of M. Kutsem and K. Lonay, who pointed out violations of the synthesis of auditory and visual excitations at the level of the cerebral cortex as one of the causes of dyslexia.
Studies also reveal in children with reading and writing disorders in a significant percentage of cases, the lack of formation of voluntary motor skills, insufficiency of auditory-motor coordination and a sense of rhythm.
Perhaps a combination of dyslexia and dysgraphia with mental deficiency, hearing or vision loss, bilingualism in the family, irregular schooling. Each such case requires careful diagnosis. Reading and writing errors are neither constant nor identical for a particular word. Such variability of disorders shows that none of the pathogenetic factors is decisive, but each is important in conjunction with others.
It is impossible to find a universal explanation applicable to all cases of reading and writing disorders. These violations are based on a combination of dysfunctions: insufficient speech development, manual skill, bodily scheme and sense of rhythm.
The variety of pathogenetic factors of the disorders under consideration allow some researchers, such as Rudenesko, Trela, to assert that there are no dyslexias, there are dyslexics.
Such a variety of scientific interpretations of the nature of reading and writing disorders indicates the complexity of this problem.
2.2 Symptoms of dysgraphia (typology and mechanism of specific writing errors)
The main symptoms of dysgraphia are specific errors that are persistent, and the occurrence of which is not associated with impaired intellectual or sensory development of the child or with the irregularity of his schooling. The researchers applied the principle of level-by-level analysis of specific errors - for the convenience of their systematization, both for the purpose of their detailed study, and for the better organization of corrective action. This made it possible to distinguish three groups of specific errors:
errors at the letter and word level;
word level errors
errors at the sentence level (phrases).
Errors at the letter and syllable level.
This is the most numerous and diverse group of errors. Let us first consider the errors that reflect the difficulties in the formation of phonemic (sound) analysis; then - errors of phonemic perception (differentiation of phonemes), and then - errors of a different nature.
Sound analysis errors.
D.B. Elkonin defined sound analysis as actions to establish the sequence and number of sounds in a word. VC. Orfinskaya singled out simple and complex forms of phonemic analysis, among which are the recognition of a sound among other phonemes and its isolation from the tin of the initial position, as well as a complete sound analysis of words. simple shapes analyzes are normally formed spontaneously - before the child enters school, and complex ones - already in the process of learning to read and write.
The unformed action of sound analysis manifests itself in the form of the following types of specific errors: omission, rearrangement, insertion of letters or syllables.
The omission indicates that the child does not isolate all of its sound components in the composition of the word, for example, "snks" - sleds, "kichat" - shout. The omission of several letters in a word is the result of a grosser violation of sound analysis, leading to a distortion and simplification of the structure of the word: health - "dorva", girl - "girl".
According to the observations of researchers, the following positional conditions correspond to some extent to the omission of a letter and a syllable:
a) a meeting of two letters of the same name at the junction of words: "spa (l) lap, arrive (t) only in winter, live (t) together." In the latter case, according to the norms of orthoepy, it is pronounced - "zhivud together", i.e. regressive assimilation takes place,
b) the neighborhood of syllables that include the same letters, usually vowels, less often consonants: nasta (la), blacksmiths (ki), ka (ra) ndashi, crunch (it), etc. It can be assumed that children, accompanying the letter with pronunciation that is not consistent with the tempo of the letter, go astray when they encounter a repetitive sound in the composition of the word.
The permutation of letters and syllables is an expression of the difficulty of analyzing the sequence of sounds in a word. In this case, the syllabic structure of words can be preserved without distortion, for example: closet - "chunal", plush - "plushovo", carpet - "korvo", in the meadows - "nagalukh". There are more numerous permutations that distort the syllabic structure of words. So, monosyllabic words consisting of a reverse syllable are replaced by a direct syllable:
he - "but", from the school - "that school", from the shores - "the shores". In two-syllable words consisting of direct syllables, one of them is replaced by the reverse; winter - "ziam", children - "date". The most frequent permutations are in words that have a confluence of consonants: yard - "dovr", ster - "sert", brother - "bart".
Insertions of vowels are usually observed when consonants collide (especially when one of them is explosive): "shekola", "girl", "sweet", "November". These insertions can be explained by an overtone that inevitably appears when the word is spoken slowly during writing and which resembles a reduced vowel.
Outwardly, the following examples are similar to these inserts, however, one feature is noted in them: “inserted” is an eye, already present in the composition of the word, for example: “duruzhno”, “into the woods”, “to the river”, “to ukukly”. In some cases, such a repetition occurs about a consonant: "gulamem", "sugar", etc. Such an "insert" is a reflection of the child's hesitation when transmitting a sequence of sounds in a word, when the letter reflected both an error not noticed by the child and the correct spelling. This is indicated by the always symmetrical arrangement of the inserted letter: brighter, on the river, brother-in-law The dictated word sounds for a fraction of a second, it is difficult for a child to catch the instant alternation of phonemes, their exact sequence.
Errors in phonemic perception.
Such errors are based on the difficulties of differentiating phonemes that have acoustic and articulatory similarity. In oral speech, the non-differentiation of phonemes leads to substitutions and mixing of sounds. With regard to writing, in such cases we find a mixture of letters, but not a replacement, which would mean the complete exclusion from the letter of one of the mixed letters, which does not happen. The confusion of letters indicates that the writer singled out a certain sound in the composition of the word, but chose the wrong letter to designate it. This may take place when:
* instability of correlating the phoneme with the grapheme, when the connection between the meanings and the visual image of the letter has not been strengthened;
* fuzzy distinction between sounds that have an acoustic-articulatory similarity.
According to the acoustic-articulatory similarity, the following phonemes are usually mixed: paired voiced and deaf consonants; labialized vowels, sonorous; whistling and hissing; affricates mix with each other, and with any of their components.
We give examples of confusion in the letter.
* Voiced and deaf paired consonants in a clear position (i.e., cases of stunning voiced and voicing of the deaf in accordance with orthoepic norms are excluded):
D-T - "tavno", "hot", "sit";
3-C - "koslik", "vasilek", "piss";
B-P - "popeda", "bodar", "Polish";
Zh-Sh - "shdet", "ugly", "zhumno";
G-K - "long", "klavny", "prick";
V-F - "portvel", "collar", "kartovel".
* lzbilized vowels:
0-U - "roar rings", "grandfather";
Yo-Yu - "crack", "lobit", "salet".
* Posterior lingual
G-K-X - "cheryomuk", "kolgoz". \
* Sonorants
R-L - "good", "dead";
Y-L - "there is also salt here" - there is also a jay ...
* Whistling and hissing
S-Sh - "shiski", "vos",
3-F - "burned", "said", "green";
S'-Shch - "neshchet", "hay", "grid".
* affricates
Ch-Sch - "squealed", "roar";
Ch-Ts - "chaplya", "cyasty";
Ch-T - "scoops", "utility";
Ts-T - "birds", "blooms".
Ts-S - "reltsy", "kurisa".
Mixing letters by kinetic similarity.
The researcher traditionally explains any confusion either by the acoustic-articulatory similarity of phonemes, or by the optical similarity of letters - equally for reading and writing. The inclusion of another analyzer in the act of writing - a motor one - is regarded only as a necessary means of ensuring the technical side of writing. Meanwhile, it would be wrong not to take into account the qualitative restructuring that occurs in the associative chain of auditory-motor and visual-motor representations that ensure the process of writing. It was possible to establish a new type of specific errors - mixing letters by kinetic similarity.
Handwritten letters are various combinations of certain elements adopted" in graphics system given language. The researchers identified a group of optically similar letters of Slavic graphics. Then pairs of optically similar letters were compared with the most frequently mixed (in pairs) letters. Consider examples of mixing letters in writing by kinetic similarity:
o "-a" - "bont", "dome"; b-d - "people", "rydolov", "ubach"
i-u - "proud", "village micha";
t-p - "stasli", "spantia";
x-zh - "caught eha", "dorohki"
l-i - "kyayuch", "veseyao".
In these substitutions, pay attention to the coincidence of the style of the first element of interchangeable letters. Having written the first element, the child was not able to further differentiate the subtle movements of the hand in accordance with the plan: he either incorrectly conveyed the number of homogeneous elements (l - m, p - t, and - sh..), Or mistakenly chose the next element (y - and , G - P, b - e. .).
Apparently, the identity of the grapho-motor movements "at the start" of each of the mixed letters plays a decisive role. And letters that are optically similar have different starting points when they are drawn.
Control over the course of motor acts during writing is carried out due to visual perception and musculoskeletal sensations. The ability to assess the correctness of the lettering on the basis of kinesthesia allows the writer to make corrections to the movements even before making mistakes. When the kinetic and dynamic side of the motor act is not formed, junior schoolchildren kinesthesia cannot have a guiding meaning, and then there is a confusion of letters, the outline of the first element of which requires identical movements. With the transition to the stage of coherent writing, there is a significant increase in the number of such errors, which is associated with an acceleration in the pace of writing and an increase in the volume of written work. In the widespread occurrence of such confusions, the unlawful methodological requirement of the "uninterrupted" spelling of words from the first weeks of teaching children in the 1st grade also plays a negative role. The stage of element-by-element writing of letters is practically absent. The ability to make preliminary corrections in the course of writing (before making a mistake) can be developed only with a clear development of a system of graphic exercises in the letter period.
Thus, the mixing of letters by kinetic similarity is regular and persistent, reduces the overall quality of writing and reading, has a pronounced tendency to increase and, in the absence of preventive and corrective measures, hinders the development of children's speech and thinking activity.
Perseverations, anticipations.
A peculiar distortion of the phonetic content of words occurs in oral and written speech according to the type of phenomena of progressive and regressive assimilation and is respectively called: perseveration (stuck) and anticipation (anticipation, anticipation): the consonant "and less often - the vowel - replaces the displaced letter in the word.
Examples of perseverations in writing:
within the word: "magazim";
within the phrase: "at grandfather Modoz";
within the sentence: "The girl fed the rooster and rurm."
Examples of anticipation in a letter:
within the word: "on devevyah";
within the phrase, sentence: "River beetles".
Possible perseveration and anticipation of the syllable:
"stutupali" - stepped;
"descended" - descended.
The errors of these two types are based on the weakness of differentiated inhibition.
Errors at the word level.
If in oral speech the words in the syntagma are pronounced together, on one exhalation, then in written speech the words appear separately. The discrepancy between the norms of oral and written speech introduces difficulties in initial education letter. Writing reveals such a defect in the analysis and synthesis of audible speech as violations of the individualization of words: the child was unable to catch and isolate stable speech units and their elements in the speech stream. This leads to the continuous writing of adjacent words or to the separate writing of parts of the word.
Separate spelling of parts of a word is observed most often in the following cases:
when the prefix, and in non-prefixed words, the initial letter or syllable resembles the preposition "conjunction", the pronoun ("and dut", "beginning"). Apparently, there is a generalization of the rule about separate spelling official parts of speech;
at the confluence of consonants, due to less articulatory fusion, the word "brother", "asked" is divided. In the examples given, there was no word wrapping from one line to another.
Numerous errors such as "on the edge", "on the table" are explained phonetic features syllable division at the junction of a preposition and the next tin.
Functional words are usually written together (prepositions "unions) with the subsequent or previous word" branches of eliya pine, "kdomu". Cases of continuous writing of two or more independent words are not uncommon: "there were wonderful days", "shining moon".
Word boundary displacement errors are peculiar, including both the merging of adjacent words and the break of one of them, for example:
"at dedmo Rza" - at Santa Claus;
"vrekepe te" - in the river Petya.
In some cases, the merging of words is, as it were, provoked by the presence of the letter of the same name in the composition of adjacent words - in other words, the child goes astray by saying the word when writing: on the "common" sound, he switches to the next word. In this case, as a rule, there is a omission of part of the first word:
every day - "every day";
the bush rustles - "kurshid".
Cases of a gross violation of sound analysis find expression in the ontaminations of words: they mold a woman - "leptbau"; it was winter - "blzm".
Morphemic agrammatism is a reflection in writing of the difficulty of analyzing and synthesizing parts of words. Mistakes are found in the word-formation operation. So, when trying to select test words to clarify the final consonant sound, formations unusual for the language are created:
honey - "medic", ice - "ice".
Forming nouns by means of the suffix -isch-, children do not take into account the alternation of consonants in the root:
hand - "arms", leg - "legs".
Violation of the function of word formation is found especially clearly when an adjective is formed from a noun, for example:
a flower growing in a field - a "log flower";
bear's tail - "bear's tail".
The lack of formation of linguistic generalizations is manifested in the assimilation of various morphemes, for example: "the sun is getting stronger and warmer."
Errors at the sentence level.
At the initial stage of learning, children hardly learn the articulation of speech units "which is reflected in the lack of designation of sentence boundaries - capital letters and dots, for example:" the geese went out of the backyard went to the pond, stood on the berik, looked at the pond on the pond, there is no water.
To a certain extent, such writing is explained by the fact that the beginning of the child's attention cannot be productively distributed among many tasks of writing: technical, logical, spelling. The lack of formation of the ability to perceive the intonational design of a phrase, to correlate it with the basic rules of punctuation, is also important.
The bulk of specific errors at the level of phrases and sentences are expressed in the so-called agrammatisms, i.e. in violation of the connection of words: coordination and control, changing words according to the categories of number, gender, case, time form a complex system of codes that allows you to streamline the phenomena indicated, highlight the signs and attribute them to certain categories.
2.3 Classification of dysgraphia
There are several classifications of dysgraphia.
* M.E. Khvattsev identified the following forms:
1. Dysgraphia on the basis of acoustic agnosia and defects in phonemic hearing.
2. Dysgraphia on the basis of speech disorders.
3. Dysgraphia based on pronunciation rhythm.
4. Optical dysgraphia.
5. Dysgraphia in motor and sensory aphasia.
* Tokareva identified three main forms of dysgraphia:
acoustic "optical" motor.
* Classification of dysgraphia St. Petersburg Russian State Pedagogical University. Herzen:
acoustic;
articulatory-acoustic;
dysgraphia due to violations of language analysis and synthesis;
agrammatical;
optical.
Chapter 3. Organization of an experimental study on the problem under consideration
3.1 Method of ascertaining experiment
When developing the methodology of the ascertaining experiment, the modern understanding of the psychological and psychophysiological content of the writing process is fundamental. Based on the results of studies relating to the etiology, pathogenesis, symptoms of the structure of the defect in the general underdevelopment of speech (20,36,15).
Aims and methods of research.
The purpose of the study was realized by solving the following tasks:
the study of the features of the practical assimilation by children of the lexical and grammatical means of the language;
development of a system of exercises for the formation of the correct pronunciation of sounds, syllables, word structure, the development of phonemic perception;
development of coherent speech skills;
development of non-speech mental processes;
preparation for teaching literacy, mastering the elements of literacy;
To identify preschoolers predisposition to difficulties in the process of mastering reading and writing, the following methods have been developed:
1 conversation: study of medical records;
task system in a game form;
monitoring the activities of children in the process of educational activities.
The studies were carried out in 1999-2000. in D/S of a compensating type of correction of deviations in the physical and mental development of pupils No. 58 of the Petrogradsky district of St. Petersburg. The experiment involved 20 children aged 6.5 years - 6 years 8 months, who were divided into two groups of 10 people (experimental and control).
The experimental group included children with general underdevelopment of speech, normal hearing and initially intact intelligence. Of these, 6 boys girls. All children had OHP of the third level (according to R.V. Levina). The picture of speech disorders included the following forms of speech pathology: alalia, dysarthria. The experimental technique included two parts: a speech therapy examination and a neuropsychological examination. During the experiment, we studied the state of speech and non-speech functions and processes underlying writing.
I. Study of sound pronunciation.
Determine the nature of speech sound impairment: absence, replacement, mixing, defective articulation in various conditions:
with isolated pronunciation of sounds; in syllables: open, closed simple and with a confluence of consonants;
at the beginning, middle and end; in phrases; in the text.
In the process of studying sound pronunciation, plot pictures, syllables, words, sentences, poems, tongue twisters, texts are used, including the sound whose pronunciation is being studied. Score: correct pronunciation of all sounds - 46.,
violation of the pronunciation of one group of sounds - 36., - violation of the pronunciation of two groups of sounds - 26.,
violation of the pronunciation of three groups of sounds - 16., violation of the pronunciation of more than three groups of sounds - 0b.
II. A
It is proposed to name pictures or repeat words of various sound-syllabic structures: cheese, snow, text, rose, spring, nest, haymaking, potatoes, stars, state, fatherland, electric train, scouts, excavator, policeman frying pan, astronaut, cyclist, cleaner.
Assessment: no violations of the sound-syllabic structure - 46., incorrect reproduction from one to three ate. - 36., from 4 to 6 words - 26., from 7 to 9 words - 16., violation of the sound-syllabic structure of more than 10 words - 0b.
III. Studies in phonemic perception and phonemic representations.
1. Auditory differentiation of sounds on the material of words - quasi-homonyms.
Repeat words - quasi-homonyms: beetle - bough, forest-bream, goat - scythe, saber-heron, nose-leg, bang-slit, thicket-bowl, checkers-cups, ears-snakes, eye, bow-hatch, mouse-bear , nose-carried, wasps-axes, pole-six, choir-polecat, fries-stings, brand-t-shirt.
Evaluation: correct performance - 46., incorrect repetition of 1 to 5 tasks - 36., from 6 to 10 - 26., from 11 to 15 - 16., incorrect performance of more than 16 - 0b.
2. Repetition of isolated syllables nyak bullet storm ball svum suck piz muf zosch pli ryts think loot fsen ryai take vygum pruhek stel gef bats rub shis vokh zhoh eft ruh feklefvik
became dyurkhach
sichvostdys shetvyut ef delzdestore schekkaszeh
lyrnebtrenrasskumtsepdan
duchsvarpornarzunosulpyaf chtellashuvsweetbrushbrush
zhaskeshpytsgutlishbyastushch
lenmafznsgefbufsheldlaf stoc pryl chrome
zomsel hil
rasfal urt
dessph jar
Ternep shell
The game "Echo" repetition of syllables for a speech therapist.
Assessment: correct reproduction of all syllables - 46.,
erroneous reproduction from 1 to 5 syllables - 36.,
from 6 to 10 syllables - 26.,
from 11 to 15 - 16.,
more than 16 syllables - 0b.
3. Repetition of syllables with a syllable-forming vowel A.
manya chacha chapa
bala sya shaga
gakalyarashchasha
datazazazaga
zasasascharyal
zhashazazhasa
laratsa-salala
correct reproduction of all syllable series - 46.,
erroneous reproduction from 1 to 5 rows - 36.,
from 6 to 10 rows - 26.,
from 11 to 15 - 16., more than 16 rows - 0b.
manama syazya chatyacha
balava laralya schachashcha
gakaga zazyaza shashasha
datada raryara tsachatsa
zasaza sashasa ryalya
shazhasha zazhaza syasya
larala tsasatsa lalala
4. Determination of the correctness of the words pronounced by the experimenters:
shop, nilitsioner, moga, sopak, barrel barrikhmaherskaya, streposa, shuk, kolub, pear, agvarum, right now, teapot, lily of the valley, tver, temperature, girl, zoroka, chigr, krovach, puppy, chuka, plash, cosmonaut, strawberry, shaba , hedgehogs, toad, motochikl, jayats, suba, solud, tskovorodka, schalka, box, man, water grower.
It is carried out in the form of a game: "Did Dunno say correctly?" Evaluation: no errors - 4 points, presence of 1 to 5 errors - 3 points, presence of 6 to 10 errors - 2 b., the presence of 11 to 15 errors - 1 b., and more than 16 errors - 0 b.
5. Inventing words for a given sound.
Think of words for the sounds of S.R. J.L.
Evaluation: correct completion of all tasks in the series - 46. / 3 tasks - 36., 2 tasks - 26., 1 task - 16., incorrect completion of all tasks in the series - 0b.
IV. The study of language analysis and synthesis.
1. Analysis of sentences for words:
a) Analysis of proposals using the reference scheme.
Material: sentences: Olya drinks. It's raining. Masha brushes her teeth. Dad is reading an interesting book. The tutorial "Scheme of the offer" is used. Instruction: "Now I will make a sentence, and you get ready to draw up its scheme using strips of paper of various lengths." The experimenter clarifies the child's knowledge of the purpose of the strips, conducts training, if necessary, and then proposes to build a scheme for a given sentence. After constructing the diagram, the question is asked: "How many words are in this sentence? Name the first, second ..."
b) Performing a similar task in speech plan, without the aid of material supports.
Material: sentences: Kostya draws. Autumn has come. Mom sews a dress. The girl eats delicious jam.
c) Fulfillment of the task in the internal plan.
Material: plot pictures that make it possible to make the following sentences: The fox draws. Snowing. The girl wipes the table. Little Red Riding Hood collects flowers.
Instructions: "Come up with sentences for this picture." If the child completed the task, the experimenter asks to build a graphic diagram on a piece of paper, after which he asks the question: "How many words are in this sentence? Name the first, second ..."
Evaluation: each series (a, b, c) is evaluated separately. The evaluation criterion is the number of correctly completed all tasks - 46., 3 tasks - 36., 2 tasks - 26, correct completed 1 tasks - 16., incorrect completion of all tasks or non-fulfillment - 0b.
2. Synthesis of sentences from words.
Material: a series of two, three words in a direct and modified order, allowing you to build sentences from them: came; autumn; the girl washes; the artist paints a picture; nuts, squirrel, gnaws.
Instruction: "Now I will name the words, and you make up sentences from these words."
The rating is similar to the previous one.
3. Word analysis:
a) Isolation of sound against the background of the word.
Material: a set of words: cancer, fur coat, mirror, cheers, boots, chorus, hand, bag, signal flag.
Instruction: "Now I will call you the words, if you hear the sound [R] in the word, raise the flag. If not, wait for me to say the next word."
b) Definition of the first sound in words.
Material: words: Olya, stork, morning, car, flower, hat.
c) Definition of the last sound in words. Words: sleep, stump, window, ser, sleep, cat, barn, salt. Evaluation: each task series is evaluated separately:
correct execution of all tasks of the series - 46.,
incorrect execution of 3 to 4 tasks - 26.,
from 1 to 2 tasks - 36., from 5 to 6 tasks 1b,
more than 7 tasks - 0b.
d) Full analysis of words using material supports. Words: cat, paw, crust, shovel. "How many syllables in this word. Name them. How many sounds. Name them."
e) Performing a similar task in the speech plan, without the use of material supports.
Material: words: scrap, porridge, boat, road.
f) Performing a similar task in the internal plan. Material: subject pictures depicting objects: a house, a frame, a hat, boots.
Evaluation: each series of tasks is evaluated separately. Correct execution of all tasks in the series - 46. Correct analysis of 3 words - 36., 2 words - 26., 1 word - 16., incorrect analysis of all words or failure to complete the task - 0b.
4. Synthesis of words.
a) Syllabic synthesis of words.
Words: times, fish, car, milk provided as follows:
ro-za, bar-ry, ma-shi-na, ko-lo-mo.
Instruction: "Now I will pronounce the words syllable by syllable. You listen carefully to me, and then say the word together. Some syllables "forgot" their place. It is impossible to make words in this order. Help the syllables remember where they stood. Put them in the right places , then you get the correct word.
The assessment is similar to the previous one.
b) Phonemic synthesis words.
Words: scrap, frame, juice, paw, presented as follows: l, o, m; p, a, m, a; to, o, s; p, a, l, a.
Instructions: "Correctly compose the word." The assessment is similar to the previous one.
V. Study of monologue coherent speech.
1. Drawing up a story from a series of plot pictures. Evaluation: the story consists of grammatically correct sentences, is characterized by coherence, development - 46; the story contains grammatically correct sentences, but the connecting links are presented sporadically, the story is short - 36; in the story there are only separate incorrect sentences, connecting links are absent or are presented sporadically, the story consists of simple sentences, very short - 26; the story consists of incorrect sentences, there are no connecting links or the story is very short, unfinished, more than three sentences necessary for understanding the story are missing - 16; no story (1-2 sentences) - 0b. (according to R.I. Lalaeva).
2. Retelling of the text by L.N. Tolstoy "Jackdaw and Pigeons". The assessment is similar to the previous one.
VI Study of the lexical and grammatical structure of speech.
1. Study of the understanding and use of diminutive forms of nouns.
Material: two plot pictures depicting a mother and daughter laying tables for guests. Mom arranges on a large table, and the girl on a small one.
a) Difference in impressive speech.
Instructions: Show me where the table is? Where is the vase? Where's the napkin?"
b) Use in expressive speech.
Instruction: "Look carefully at the pictures. Mom puts a teapot on the table, and Masha puts a small one on the table ... What? - Teapot", etc. (saucer, cup, spoon).
Evaluation: Each series is evaluated separately.
Correct execution of the task groups - 46., 3 tasks - 36., 2 tasks - 26., one task - I. "Incorrect execution or non-performance - 06.
2. Formation of the names of young animals:
a) Distinguishing the names of baby animals in impressive speech. The material of the study is pictures depicting domestic and wild animals, poultry: a cat and a kitten, a dog and a puppy, a pig and a pig, a cow and a calf, a horse and a foal, a hedgehog and a cub, a sheep and a lamb, a chicken and a chicken.
Instruction: "Show me where the calf is? Where is the lamb?" etc. Evaluation: correct completion of all tasks - 46., incorrect completion of 1 to 2 tasks - 36., from 3 to 4 tasks - 26., from 5 to 6 tasks - 16., incorrect completion of more than 7 tasks or failure to complete - 0b.
b) The use of the names of baby animals in expressive speech. Material: plot picture about the image of an elephant, a puppy, a fox, a hare playing in a clearing (according to the book by Maksakov A.I).
Instruction: "Look at the picture and listen to the story that I will tell you. Animals were playing in the clearing, suddenly a donkey comes running to them and says:" You are all jumping here, and your mothers are looking for you. " The donkey did not know who had which mother, that's all confused. The elephant said that his mother was looking for the fox. Did he correctly name the mother of the elephant? No. What is the name of the fox cub? (fox cub). And the fox cub, says the donkey, is looking for a mother - a hare. Who is the cub of a hare? (hare). And who is the cub? dogs? (puppy) What is the name of a baby elephant? (elephant).
The assessment is similar to the previous one.
3-4. Formation of relative and qualitative adjectives from nouns:
a) Material: game "studio": a set of fabrics pasted on cardboard:
flannel, denim, velvet, fur; transparent folders with a skirt, dress, trousers, fur coat cut out along the contour of the clothes.
Phrases: Fur coat (fur), denim trousers (denim), flannel dress (flannel), velvet skirt (velvet).
Instruction: "Now we will play. The game is called" atelier ". Look at the pictures of clothes that I will show you and answer the question: "What did the dressmakers sew?".
Evaluation: correct completion of all tasks in the series - 46., three tasks - 36., two tasks - 26., one task - 16., incorrect completion of all tasks or failure to complete - 0b.
b) The game "preparation for the winter."
Material: Subject pictures depicting berries, fruits.
Instruction: "Answer the question:" What did we make juice from? (from apples). So what is he? (apple)"
The assessment is similar to the previous one.
5. Formation of possessive adjectives.
Material: "Artist's Riddles" game (pictures of wild animals with missing body parts cut out of cardboard)
Instruction: Images of wild animals are laid out in front of the child. The task is given: Name the animals that the artist painted (hare, tiger). Are all body parts in place? No. What is missing from the tiger? (tail). The experimenter lays out the missing parts in front of the child, shows the subject a hare ear and asks the question. "Tell me, whose ear is this? (Hare ear) How to call the hare's ear differently, whose is it? (hare). The assessment is similar to the previous one.
6. Formation of nouns with the suffix - prostrate -.
a) Distinction in impressive speech.
Material: pictures: inkwell, sugar bowl, sandbox, herring box.
Task: "Show the herring in the picture", etc.
b) Use in expressive speech. Material: the words bread box, candy box, sugar bowl, inkwell. Question: "What is the name of the dishes in which sugar is located?" (sugar bowl).
The assessment is similar to the previous one.
VII. Studies of visual-spatial functions.
1. The state of the child's biological vision. (Data from the child's medical record)
2. The state of visual-spatial functions.
a) Definition of the leading hand, right and left parts of the body (body diagram). The determination of the leading hand is made using the following samples:
test for interlacing fingers;
applause test;
test "Napoleon's Pose"; |
To determine the leading eye, it is proposed to look into the hole, into the kaleidoscope, into the hole of the tube, a test with a pencil is used.
To determine the leading ear, the child is invited to listen with his ear to the door; to the ticking of the clock; to the rustle inside the shell.
b) Orientation in the surrounding space.
"Tell me what the frame is from you. And what's on the left?"
c) Performing Head tests ("show the left ear with the right hand", "the right eye with the left hand", "show the right and left parts of the body opposite the seated person")
d) Drawing up a picture cut into 2-4 parts.
e) Construction of figures from sticks (according to the model).
3. Letter gnosis.
Material: the image of the letters of the printed font.
a) The naming of the letters of the printed font, given in disorder. Assessment: correct performance of the task - 46., incorrect naming or ignorance of 1 to 2 letters - 36., from 3 to 4 letters - 26., from 5 to 6 letters - 16., incorrect naming or ignorance of more than 7 letters - 0b.
b) Finding a letter presented visually among a number of other letters.
instruction: "Look carefully at the letter. Find the same among the row of letters"
Evaluation: correct performance of the task - 46., incorrect performance - 0b.
c) Showing a letter by a given sound.
A letter row is laid out in front of the child, the experimenter asks to name the letter "I".
The assessment is similar to the previous one.
d) Recognition of letters in the conditions of shading.
Score: correct recognition of all letters - 46., incorrect recognition of 1 letter - 36., 2 letters - 26., 3 letters - 1st, 4 or more - 0b.
e) Recognition of letters shown in dotted lines. The assessment is similar to the previous one.
e) Recognition of letters in the wrong position.
The assessment is similar to the previous one.
g) Recognition of letters superimposed on each other.
h) Differentiation of correct and mirror letters.
i) Naming letters that are similar graphically.
j) Finding the desired letter among those similar in style. Evaluation: correct performance of the task - 46., incorrect performance of the task - 0b.
VIII. Attention research.
Test "definition of school maturity".
Rating: for each sample put from 1 to 5 points. The state of attention is assessed in accordance with the proposed system (from 0 to 4 points).
IX. The study of thinking.
Classification of objects by groups:
a) Material: subject pictures.
Instruction: 2 pictures are laid out in a row in front of the child: apple - cabbage. Then the rest of the subject pictures are presented in turn. The subject must show where to put them, to an apple or to cabbage, giving a general name to each group.
b) Understanding ridiculous situations. Material: picture "Nonsense".
Assignment: "Look carefully at the picture and tell me what surprises you on it, what is depicted incorrectly?"
Evaluation: the presence of a pronounced adequate emotional reaction, an active process of looking at a picture, highlighting all ridiculous situations - 46., the presence of a pronounced adequate emotional reaction, an active process of looking at, highlighting from 11 to 13 ridiculous situations - 36., the presence of a weakly expressed adequate emotional reaction, insufficient activity when looking at a picture, highlighting from 7 to 10 ridiculous situations - 26. highlighting from 3 to 6 ridiculous situations - 16., understanding from 1 to 2 ridiculous situations, or not understanding the absurdity of the depicted fragments - 0b.
X. Studies of the state of motor function.
Test "Definition of school maturity"
Evaluation: if the child receives for 3 tasks from 0 to 56. - 4 points, from 6 to 76. - 3 points; from 8 to 96. - 2 points, from 10 to 116. - 1 point, more than 12b. - 0 points.
XI. Study of mnestic activity.
1. Spectator sharing memory.
a) Involuntary visual memory.
Material: a set of subject pictures.
Instruction: "Now we will play the "Shop". Imagine that you are a seller. Here comes the car. She brought the goods - toys."
The experimenter lays out a stack of pictures of toys in front of the subject and continues: "Count the pictures and tell me how many toys were brought to your store? What toys were brought to the store?"
Evaluation: memorization of 6 to 7 pictures - 46., memorization of 4 to 5 pictures - 36., memorization of 3 pictures - 26., memorization of 2 pictures - 16., memorization of 1 picture or failure to complete the task - 0b.
b) Arbitrary visual memorization.
Material: game "Train".
Remember the animals that are on the train.
The assessment is similar to the previous one.
2. Auditory memory.
a) The amount of memory.
Material: a series of unrelated words: house, forest, cat, table, night, pen, ax (according to A.R. Luria).
Instruction: "Listen carefully to the words that I will tell you, and try to remember them. After I finish saying the words, repeat them."
Assessment - memorization of 6 words - 46., from 4 to 5 - 36., from 3 - 26., from 2 - 16., memorization of 1 word or failure - 0b.
3.2 Analysis of the results of the ascertaining experiment
Quantitative evaluation of the results was carried out according to a four-point system. The evaluation criterion was based on taking into account the degree of formation of the studied mental functions and processes. It was determined by the number of correctly completed tasks. The score was correlated with the levels of task performance, and the following levels were distinguished: high - 4 points, above average - 3 points, average - 2 points, below average - 1 point, low - 0 points. Taking into account the results of the survey, an "individual route" was compiled for the development of the child, the state of speech and non-speech functions and processes. The "individual route" made it possible to form a general idea of the readiness of each child to master writing.
Summary table of studies of the state of speech and non-speech mental functions in children with ONR.
Table #1
| The state of speech mental functions and percent. | ||||||||||||||
| 1 | Sasha H. | 1 | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 1 | 2 | 3 | 29 |
| 2 | Anya S. | 1 | 2 | 3 | 2 | 1 | 3 | 4 | 4 | 3 | 2 | 2 | 2 | 31 |
| 3 | Dima O. | 1 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 1 | 2 | 26 |
| 4 | Anton K. | 1 | 1 | 2 | 1 | 1 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 23 |
| 5 | Zhenya S. | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 22 |
| 6 | Olesya M. | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 20 |
| 7 | Ulya V. | 1 | 1 | 2 | 1 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 | 20 |
| 8 | Yaroslav A. | 1 | 1 | 1 | 2 | 1 | 2 | 3 | 3 | 2 | 1 | 1 | 2 | 22 |
| 9 | Borya M. | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 2 | 17 |
| 10 | Alya S. | 0 | 1 | 1 | 1 | 0 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 13 |
|
index |
1 | 1,4 | 1,7 | 1,4 | 1,1 | 2,2 | 2,7 | 2,5 | 1,9 | 2,5 | 1,7 | 2,1 | ||
Legend:
sound pronunciation
the state of the sound-syllabic structure of words
visual gnosis
attention
XI. - thinking
XII. - state of motor function
State of speech functions and processes in children with ONR.
Diagram No. 1. Average values of indicators.
Legend:
sound pronunciation
the state of the sound-syllabic structure of words
state phonemic processes
state of language analysis and synthesis
state of monologue coherent speech
the state of the lexical and grammatical structure of speech
visual gnosis
optical-spatial praxis
attention
thinking
state of motor function
Note: 4 - high level
3 - above average level
2 - intermediate level
1 - below average level
0 - low level
All average indicators of the experimental group, reflecting the state of speech function, are in or on the borders of this area.
Summary table of studies of the state of speech and non-speech mental functions and processes in children without speech pathology.
Table number 2
WPF and processes |
||||||||||||||
| 1 | Lena G. | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 47 |
| 2 | Igor Ya. | 3 | 4 | 3 | 3 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 43 |
| 3 | Julia K. | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 46 |
| 4 | Valera G. | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 47 |
| 5 | Katya I. | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 3 | 4 | 42 |
| 6 | Kostya I. | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 45 |
| 7 | Sasha V. | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 48 |
| 8 | Anya E. | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 47 |
| 9 | Vika R. | 3 | 3 | 4 | 3 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 44 |
| 10 | Zhenya Yu. | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 48 |
|
index |
3,7 | 3,7 | 3,8 | 3,7 | 3,9 | 3,8 | 4 | 3,8 | 3,9 | 3,5 | 3,6 | 4 | ||
Legend:
sound pronunciation
the state of the sound-syllabic structure of words
state of phonemic processes
state of language analysis and synthesis
state of monologue coherent speech
the state of the lexical and grammatical structure of speech
visual gnosis
optical-spatial praxis
attention
thinking
state of motor function
The average value of indicators of the state of speech and non-speech psychological functions and processes in children without speech pathology.
Diagram #2
Conventions
sound pronunciation
the state of the sound-syllabic structure of words
state of phonemic processes
state of language analysis and synthesis
state of monologue coherent speech
the state of the lexical and grammatical structure of speech
visual gnosis
optical-spatial praxis
attention
thinking
state of motor function
All average indicators of the control group are located in the area limited by two levels: high and above average. In this state of function, children do not develop writing disorders.
Note:
3 - above average level
4 - high level
Summary table of the state of speech and non-speech mental functions and processes in the first subgroup of children with OHP.
Table #3
| 1 | Lena G. | 1 | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 1 | 2 | 3 |
| 2 | Igor Ya. | 1 | 2 | 3 | 2 | 1 | 3 | 4 | 4 | 3 | 2 | 2 | 2 |
| 3 | Julia K. | 1 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 1 | 2 |
| 4 | Valera G. | 1 | 1 | 2 | 1 | 1 | 2 | 3 | 3 | 2 | 2 | 2 | 2 |
| 5 | Katya I. | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 3 | 2 | 3 |
Average so far score in points |
1 | 1,6 | 2,2 | 1,6 | 1,4 | 2,6 | 3 | 3 | 2,2 | 2 | 1,8 | 2,4 |
Legend:
sound pronunciation
the state of the sound-syllabic structure of words
state of phonemic processes
state of language analysis and synthesis
state of monologue coherent speech
the state of the lexical and grammatical structure of speech
visual gnosis
optical-spatial praxis
attention
thinking
state of motor function.
Diagram #3
The diagram shows the state of verbal and non-verbal mental processes in the first subgroup of children with OHP. The analysis revealed that most of the average values of the indicators are located in the area limited by the following levels: above average and average. Rest
indicators are above average. The minimum number of values (1-4) are located below the main area for this subgroup. Conclusion: This subgroup consists of children with a pronounced degree of risk of dysgraphia.
Summary table of average indicators of the state of speech and non-speech mental processes in the second subgroup of children with OHP.
Table No. 4
| 1 | Olesya M. | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| 2 | Ulya V. | 1 | 1 | 2 | 1 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 1 |
| 3 | Yaroslav A. | 1 | 1 | 1 | 2 | 1 | 2 | 3 | 3 | 2 | 1 | 1 | 2 |
| 4 | Borya M. | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 2 |
| 5 | Alya S. | 0 | 1 | 1 | 1 | 0 | 2 | 2 | 1 | 1 | 1 | 1 | 2 |
Average so far score in points |
1 | 1 | 1,2 | 1,2 | 0,8 | 1,6 | 2,4 | 2 | 1,6 | 1,4 | 1,6 | 1,8 |
Legend:
sound pronunciation
the state of the sound-syllabic structure of words
state of phonemic processes
state of language analysis and synthesis
state of monologue coherent speech
the state of the lexical and grammatical structure of speech
visual gnosis
optical-spatial praxis
attention
thinking
state of motor function.
Diagram #4
Legend:
sound pronunciation
the state of the sound-syllabic structure of words
state of phonemic processes
state of language analysis and synthesis
state of monologue coherent speech
the state of the lexical and grammatical structure of speech
visual gnosis
optical-spatial praxis
attention
thinking
state of motor function.
The second group includes children in whom most of the average values reflecting the state of speech function are in the area limited by the average and below average levels or at the boundaries of this area. These indicators reflect the state of sound pronunciation, sound-syllabic structure of words, language analysis and synthesis, monologue coherent speech.
Conclusion: the second subgroup included children with an absolute risk of dysgraphia.
All data on completed tasks are reflected in table N 1.
The state of sound pronunciation - imaginary distortions and substitutions. The average score is 1 point.
The state of the sound-syllabic structure of a word - at this level, the full syllabic structure of words is used "only as residual phenomena, individual permutations of sounds and syllables are noted, they affect words of complex structure or words of foreign origin, unfamiliar words. The average score is 1.4 points.
Studies of phonemic perception and phonemic representations - phonemic representations in children are not well formed. The average score is 1.7 points.
The study of language analysis and synthesis - the children coped with the tasks of the sentence using a controversial scheme, certain difficulties were caused by tasks for inventing sentences from a picture, synthesizing sentences from words, therefore, phonemic representations are not sufficiently formed. The average score is 1.4 points.
The study of monological coherent speech - they use mostly simple sentences, when building complex ones - children experience difficulties. In independent statements, the connection of words in a sentence is broken. The average score is 1.4 points.
The study of vocabulary - the grammatical structure of speech. The grammatical structure is not well formulated. Mistakes include: mixing the endings of some masculine and feminine nouns, declension of feminine nouns, misuse case endings, incorrect agreement of nouns and adjectives, declension of feminine nouns, incorrect use of case endings, incorrect agreement of nouns and adjectives. The average is 2.2 balds.
The study of visual-spatial functions - the differentiation of spatial concepts is incomplete. The average score is 2.7 points.
The use of attention and the study of motor function was carried out according to the test "Definition of school maturity". Certain difficulties in children were caused by drawing the figure of a man.
The study of thinking - when performing the task "Neludic", the majority of children have a weakly expressed adequate emotional reaction to the picture. The average score is 1.9 points.
The study of mnestic activity - visual memory and speech-auditory in children with ONR are not sufficiently formed.
Based on the average indicators, we can conclude that children with OHP have a complex underdevelopment of all mental functions and processes (Diagram No. 1).
All average indicators of the control group are located in the area limited by two levels: high and above average. Some children in the control group have a slight deviation from the average of one or two functions, which, however, does not adversely affect the process of mastering writing at school (Table No. 2, Diagram No. 2).
The study made it possible to analyze the differences inherent in preschool children with OHP and group them in accordance with individual characteristics obtained as a result of a survey of children. Each group was analyzed in terms of the average values of the indicators and their deviations from the average values of the control group.
A different level of the state of speech and non-speech mental functions and processes makes it possible to divide all the children of the experimental group into two. The average indicators of the I group of children are located in the area limited by the following levels: above average and average or on the border of this area. These values reflect the state of language analysis and synthesis, monologically coherent speech, sound pronunciation, verbal thinking (Table No. 3, diagram No. 3).
Therefore, this is a group of children with a pronounced degree of dysgraphia. Group II of children (Table No. 4, Diagram No. 4) includes children with an absolute risk of dysgraphia. The average values reflecting the state of the speech function are in the area limited by the average and below the average levels or at the boundaries of this area. In most cases, these indicators reflect the state of sound pronunciation, the sound-syllabic structure of words, language analysis and synthesis, and monologue coherent speech.
Children of both groups have II group of health, all of them have prenatal problems.
As a result of the ascertaining experiment, we found that the process of formation of speech mental functions and processes in children with problems in speech development is different from the same process in children with normal speech development. Preschoolers showed different levels of success in completing tasks. Considering the data described above, we came to the conclusion about the need for a differentiated approach to the study of the issue of prevention of dysgraphia in children with general speech underdevelopment.
1. Older preschoolers with OHP have significant differences in the state of verbal and non-verbal prerequisites for mastering writing compared to the age norm
2. Insufficient psychological readiness of children with OHP to master writing is due to the lack of formation of many functions and processes: sound pronunciation, sound-syllabic structure of words, phonemic processes, language analysis and synthesis, lack of formation of monologue coherent speech, vocabulary of the grammatical structure of speech, visual gnosis, optical-spatial praxis, memory, attention, thinking, motor function.
3. In the structure of predispositions for the occurrence of dysgraphia in older preschoolers with OHP, insufficient formation of language analysis and synthesis, monologue coherent speech, sound-syllabic structure of words, attention and motor function are dominant.
4. A differentiated approach in the process of speech therapy work on the prevention of dysgraphia should be carried out taking into account the dominant disorders and their relationships with other components that underlie the writing process, as well as taking into account the individual psychological characteristics of children with ONR in terms of the risk of dysgraphia.
Chapter 4
4.1 Principles of logopedic influence
When developing and conducting preventive work with children with OHP, the following principles were taken as the basis:
1. The principle of complexity was implemented through the implementation of corrective work aimed at the entire complex of speech and non-speech symptoms identified in children with ONR.
2. The principle of consistency involves the impact on speech as a single system of speech, on the components:
3. Ontogenetic - the sequence of speech therapy work is determined by the appearance of certain forms in the hypothesis.
4. Pathogenetic - at the basis of all disorders, a mechanism is determined, a violation of some mental function.
5. The principle of taking into account the gradual formation of mental actions.
Correction of violations of writing is an integral unified system, but certain stages are distinguished in this system, each stage is distinguished by its goals, objectives, methods of work.
It is necessary to take into account the theory of the formation of mental actions (according to P. Ya. Gamperin). According to this theory, any mental action goes through several stages of its formation: orientation, implementation, control.
6. The principle of development is a constant transition from the zone of actual development to the zone of proximal development (according to Vygotsky).
7. The principle of an active approach - it is necessary to take into account the structure of the activity, it is important to create a motive, to interest the child.
8. The principle of maximum use of visibility, especially at the initial stages of work.
9. Taking into account the characteristics of higher mental functions that ensure the mastery of writing in children with OHP.
One of the conditions for the normal course of the process of mastering writing is the formation of a complex of speech and non-speech mental functions and processes. Preventive work should be built taking into account the identified individual psychological characteristics inherent in preschoolers with ONT before entering school.
4.2 Main objectives for the prevention of dysgraphia in children with ONR
1. Formation of sound pronunciation, clarification of the articulation of sounds.
2. Development of phonemic hearing, phonemic analysis and synthesis of words, phonemic representations.
3. Vocabulary expansion, active vocabulary enrichment.
4. Development of thinking, memory, auditory and visual attention.
5. Formation of coherent speech: it is necessary to teach children different types of retelling (detailed, selective, brief), leaving a story according to a series of pictures, one plot picture, according to a proposed plan, according to a given beginning or end, etc.
6. Improving spatial and temporal orientations on oneself, on a sheet of paper, developing the ability to memorize, automate and reproduce series that include several different movements (Ozeretsky's test "Fist - rib - palm"), Head's tests, and pronunciation.
7. Development of fine motor skills of hands using massage and self-massage of fingers, games about fingers, stroking, hatching, working with scissors, plasticine, etc.
8. Development of tactile sensations: through dermalexia, preventive work is carried out to prevent dyslexia (it is necessary to find out which letter was "written" on the back, on the arm, in the air with the child's hand to recognize the letters by touch, etc.)
9. Expansion of the "field of vision" of the child.
10. Preparation for teaching literacy: familiarity with the basic concepts (sentences, word, syllable, letter, sound), drawing up diagrams, etc.
The solution of all these problems helps to form the basis for mastering school knowledge.
4.3 Games and exercises for the prevention of dysgraphia in children with ONR
1. Prevention of writing errors at letter levels
Laying out letters from sticks with fixing attention on which direction the letter is directed, where its elements are located, and in what quantity. Determination of letters written on cards, where both correct and false (mirror) letters are presented. Feeling cardboard letters with closed eyes. It is necessary to determine by touch which letter is in the hands, name it, come up with words containing this letter, put it on the table so that it reflects the correct spelling. Find the missing elements of the letter. To do this, turn to the game "The letter is broken."
Which letter is broken?
Outlining letters on a stencil, template, inserting the contour of the letter with seeds, threads, wire.
These tasks help to remember the image of the letter properly.
In our group, children have special albums for drawing letters on a stencil "as well as for drawings on associative links.
What does the letter look like?
A - antenna, telegraph pole, ladder;
U - ears, knot, hanger.
Demonstration of letters in different positions.
Presentation of letters of different fonts: printed; uppercase; lowercase; stylized... - Determination of the letter "written" on the back (with a finger on the skin, the outline of the letter is slowly drawn), on the palm, in the air (with closed eyes, with open eyes).
These exercises can also be used for younger children by drawing geometric shapes familiar to them (circle, square, triangle).
The systematic inventing by children of a word for a given letter. The connection between sound and letter, as well as their differences, is explained in each lesson. Children must learn that we pronounce and hear the sound, and we see and write the letter. Consonant sounds can have a pair: hard - soft sound, denoted by one letter. For example: T - a solid consonant sound (slippers, knock, mouth). TH - soft consonant sound (hoe, iron, mother).
Here the role of "b" and "b" in the letter is revealed.
The vowels and letters also do not match: the letters E.Yo.Yu. I carry two sounds (Y + E, Y + O, Y + U, Y + A) or serve as an indicator of the softness of the previous consonant and denote the sounds e, o, u, a, respectively. Search for letters superimposed on each other.
It is necessary to highlight the letters written one against the other.
Coming up with words starting with a given letter in a certain position:
Start Middle End
Reconstruction of letters.
For example: from the letter P, you can make the letter H by moving one stick. Definition of letters that can be laid out from three (I, A, P, N, C, K) and from two (T, G, X) sticks.
2. Prevention of writing errors at the syllable level.
Game "Live letters".
Children are given letters. They must find a pair for themselves, so that they get a syllable (any one or given by the reference vowel, or by the reference consonant letter, or the syllable is called immediately in full).
Drawing up a syllable from pictures with the selection of the first sounds, the last, the second from the beginning of the word, the second from the end, etc.
For example: pictures are given that depict a snail, an ant. Let's make a syllable according to the first sounds: UM.
Think of words with this syllable:
Smart, smart, smart.
Let's swap the pictures and find out what syllable is now?
We saw - MU. Let's remember the words with this word:
Flour, FLY, Museum, Garbage - at the beginning of the word.
emu, why, panamu (took) - at the end of the word.
zaMUtit, zaMUtit, primula - in the middle of the word.
3. Prevention of writing errors at the word level.
In the beginning it is necessary to give the concept of "word".
Words are short and long. The shortest words - unions and prepositions, consist of one letter U, I, K, B, C. Therefore, when studying the letter "a", children get acquainted with the union "a".
We make sentences using pictures, between which the letter "a" (adversative conjunction). For example:
It is necessary to come up with as many sentences as possible using this picture. For example:
Carrot is a vegetable and apple is a fruit.
Carrots grow in the garden, and apples grow in the garden.
Salad is made from carrots, and compote is made from apples.
Learning counting.
In a letter, all words are written separately, so children are encouraged to learn a counting rhyme, limiting each word with a wave of their hand. Particular attention is paid to prepositions, conjunctions, so that children remember that these are separate words and do not combine them with others.
To work with prepositions, we use schemes where the preposition is a little man.
It is necessary to teach children to differentiate words that answer different questions:
Who is this? Anya, cat, mom...
What is this? Book, summer, cloud...
What is he doing? Sitting, washing, thinking...
Which? Which? Which? Which?
To clarify the lexical meaning of a word, it is good to give tasks for selecting the right word to the semantic series:
according to the reference signs - white, warm, steam - ? (milk);
predatory, gray, evil, fanged - ? (wolf);
into general terms:
a) What is the odd word and why? (winter, spring, Wednesday);
b) add the right word (table, cabinet, chair, ...);
c) call a common word (bus, tram, trolley bus -.).
The stressed syllable is easier to detect if the word is pronounced long, as if to call a person lost in the forest. If you pull longer than others not a stressed syllable, but any other, then the meaning of the word changes or the meaning is completely lost:
castle - castle
circles (pull "y") - circles (pull "and")
IIIra - IrAAA
Selection of related words for the given word.
For example: winter - winter, winter, wintering, wintering, wintering;
house - houses, house, little house, house, brownie, home, housekeeping.
Exclusion of superfluous words.
For example: goose, goose, gander, gosling, caterpillar.
Compiling a word from these syllables (at first, the syllables are given in order, then loosely).
Dividing a word into syllables and then rearranging them.
For example: nav-es (spring), my-li (lemon).
Composing a word using initial sounds (letters), other words.
For example: stone, lake, cake (cat).
Composing a word from the final sound of other words.
For example: kangaroo, pineapple, watch (mustache). Formation of a word according to the second sound of the given words.
For example: mustache, boat, currant (catfish).
Then, depending on the level of preparation of the children, words are composed by the third, by the fourth sound, ... by the second sound from the end of the word, by the third, etc. This work can be carried out using pictures, and with a more complicated task, from memory.
Replacing one sound (letter) in a word to get a new word:
bunny - T-shirt - seagull - gang - polar cod - husky - Rayka.
The game "The word crumbled." Making a word out of these letters. For example: M.T.S. O - bridge; S, 3, B, U - teeth.
Lost letter game.
For example, the following combinations are given: DU. COURT. M B. K
What word will you get if you insert letters? Pick up, if possible, related words.
DU. - oak, spirit, shower;
SU. - soup, bough, dry, court;
D. M - smoke, house, ladies, doom;
B. K - tank, side, beech, bull.
Using each invented tin, it is necessary to make a sentence in order to understand its meaning.
For example: a wooden figurine was cut out of beech. An important bek gave an order to the servants to see off the guests. Etc.
The game "Who is faster, who is more?" From each letter of this tin, come up with other words.
For example, syrup: salt - sugar; iris - game; cancer - role; lake - donkey; the park is dust.
Composition of two words. For example: blue eyes - blue-eyed; gentle face - tender faces; long ears - long-eared.
The selection of antonyms for these words and combinations.
For example: high - low; day Night; build - break; far close; fresh bread - stale bread; fresh wind - stuffy wind.
Working with homonyms Coming up with sentences with a given word in various lexical meanings.
For example: key - door, spring, violin; chanterelle - mushroom, animal; scythe - hairstyle, tool, part of the land in the reservoirs
It will be useful if the children themselves draw pictures for these words.
4. Prevention of writing errors at the phrase level.
Combining nouns with adjectives.
a) Selection of as many words as possible to the proposed one, answering the questions: What ?, What ?, What ?, Whose?, Whose?, Whose?, Whose?
For example: apple (what?) - juicy, ripe, tasty, green, red, large, wormy, whole, bitten, fragrant;
trace (whose?) - hare, wolf, fox, etc.
b) Selection of a noun to a given adjective. What can you say: warm, warm, warm? For example:
warm - day, evening, cake, tea, sweater,...
warm - weather, jacket, spring, hand,...
warm - milk, dress, letter, lake, ...
c) Connecting words with arrows to get the correct phrase, while using both relative and possessive adjectives. For example: green leavescow tail
green dress cow head
green oak cow's body
green lawns cowlegs
d) Presentation of phrases with a missing adjective ending. For example:
Jacket - red ..., blue ...;
shoes - red..., blue...;
tomato - red ..., blue ...;
coat - red..., blue...
This task can be oral, so that the children determine the desired ending by ear, or it can be presented printed, and cards with endings can be given separately. For example:
oh oh oh oh
her ie ya ow
e) Presenting children with incorrectly composed phrases. A game like "Help the Dunno correct the mistake." For example: long evening (long), black wings (black).
Combining nouns with verbs.
a) Match as many as possible to the given word. For example:
What can be done with an apple?
Pick an apple - buy, eat, wash, divide, cook, bake, draw, etc.
b) Selection of a noun for a given verb with a preposition. For example:
Come to ... (home, father, decision);
Get away from ... (grandfathers, at home, problems).
c) Selection of the right verb depending on the gender and number of the noun. For example: Zhenya fell - Zhenya fell; Sasha is gone - Sasha is gone; apple tree blooms - apple trees bloom.
This task must be carried out using pictures.
combination of nouns with numerals.
In the Russian language, the ending of nouns changes, and sometimes the whole stem when counting.
It is necessary to teach children to correctly coordinate the numbers 1,2,5 with nouns:
one chick, two chicks, five chicks;
one hen, two hens, five hens;
one egg, two eggs, five eggs.
When performing such a task, games such as “Teasers” are successful with children. Children are given cards that show pictures with a certain number of objects; while the children say: “I have two envelopes, but you don’t have two envelopes”, “I have five lemons, and you don't have a single lemon."
Sometimes children are given cards with any objects in advance, and the following condition is set: at the beginning, Sasha will have one of all the objects, Seryozha will have two, and Anya will have five. Then they exchange cards among themselves.
This task can be performed similarly to the above work on combining a noun with other parts of speech. Arrow connections of words. For example:
one mirror one paddle
one day two oars
one stump five paddle
Presenting incorrect combinations to children. You need to find the error. Offer to name words from the pictures, using combinations with the words "one" - "many" and changing the basis. For example:
one person - many people;
one child - many children.
The combination of numerals with nouns that do not have a singular;
one trousers, two trousers, one scissors, etc.
5. Prevention of writing errors at the sentence level.
Drawing up proposals according to schemes:
Winter.
Winter came.
The cold winter has come.
______ ______ ______ ______ It's cold
blizzard winter.
The reverse task is also given: drawing up schemes for these proposals.
The exclusion of a word from a sentence in order to invite children to correct the mistake by making the right sentence.
a) Omitting prepositions:
We walked... in the woods.
The cat is sitting... in the window.
b) Omission of nouns:
Apples grow on...
Mom put the book in...
Plays with a doll.
Knitting socks.
c) Skipping adjectives:
In summer, maple leaves are green, and in autumn ...
Give me, please, the tape is not short, but ...
The squirrel's skin is gray in winter, and in summer ...
d) Skipping adverbs:
I will say the word high, and you will answer ... (low).
I will say the word far, and you will answer ... (close).
The easiest way to give this kind of tasks is on the basis of the antonyms of the Russian language.
e) Skipping verbs:
Sasha... a car.
Dad... out of the car.
Children... candy.
Finish logical phrases:
A doctor is a person who ... (heals).
A weaver is a person who ... (weaves). I
A dressmaker is a person who ... (sews).
In order for the hair on the head to be neat, they must ... (wash, comb, cut).
This task is best done on the basis of Russian proverbs and sayings:
Measure seven times, and once ...
Not without difficulty ... and a fish from the pond.
Highlighting the boundaries of sentences in the text.
a) The children are invited to clap their hands when, in their opinion, the semantic phrase is over. An adult monotonously reads the phrases: It's raining outside.
Children are walking in the park
Mom bought a watermelon.
First, short sentences that are not related in meaning are selected, then - more common and close in meaning.
b) Putting points in the sentences presented on the board or on the cards.
Connecting parts of broken sentences:
Falls sticky. Snow barks loudly. Ball.
Sticky snow is falling. Sharik barks loudly.
Depending on the level of preparation of children, this task can be carried out orally or in writing: either the children determine the boundaries of the sentence by ear and say the correct sentences, or they read.
Selecting all the words in a sentence, counting their number and making a new sentence with the same number of words.
Highlighting words and sentences in continuous text. FALLING LEAVES
Leaves are falling. It's raining.
Reading the entire sentence from end to beginning.
Children should learn that the beginning of a sentence is always written with a capital letter, and at the end there is a period, a question mark or an exclamation point.
Conclusion
The relevance of the prevention of dysgraphia in preschoolers with OHP lies in the earliest, targeted correction of the speech and mental development of preschoolers, ensuring that children are ready for literacy and school adaptation in general, and preventing secondary deviations in the development of an abnormal child. Considering that in children with OHP the formation of all components of the speech system is complexly impaired: sound pronunciation, sound-syllabic structure of words, phonemic processes, language analysis and synthesis, lack of formation of monologue coherent speech, lexico-grammatical structure of speech, visual gnosis, optical-spatial praxis, memory, attention, motor function, thinking; there is an underdevelopment of cognitive activity and, accordingly, speech and non-speech prerequisites for mastering writing are not formed. In this regard, speech therapy work on the prevention of dysgraphia in a speech kindergarten should be aimed at the formation of both speech and non-speech mental functions and processes that determine the normal process of mastering writing.
A differentiated approach in the process of speech therapy work on the prevention of dysgraphia should be carried out taking into account the dominant disorders and their relationships with other components that underlie the writing process, as well as taking into account the individual psychological characteristics of children with ONR in terms of the risk of dysgraphia.
The following methods were used to identify preschoolers' predisposition to difficulties in the process of mastering reading and writing:
study of medical records
task system in a game form
monitoring the activities of children in the process of educational activities
The studies were carried out with a group of 20 children, aged 6.5-7 years, who were divided into two subgroups of 10 people (experimental and control). Quantitative evaluation of the results was carried out according to a four-point system. It was determined by the number of correctly completed tasks. The score was correlated with the levels of task performance. Levels were distinguished: high - 4 points, above average - 3 points, average - 2 points, below average - 1 point, low - 0 points. All data of the study showed that in the control group 80% of children are above the average level of development, 20% - a high level of development. In the experimental group: above average 30%, below average 70%. This suggests that in the experimental group 70% of children with an absolute risk of developing dysgraphia.
As a result of the ascertaining experiment, it was revealed that the process of formation of speech, mental functions and processes in children with problems in speech development differs from the process of formation in children with normal speech development. Considering the data described above, we can talk about the need for a differentiated approach to the study of the issue of prevention of dysgraphia in children with ONR.
Literature
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Application
"The development of phonemic perception and auditory differentiation in children with general underdevelopment of speech.
Games and exercises for the development of phonemic perception at different stages of work.
GAMES STAGE 1 LEARNING
Purpose: To develop the ability to recognize and distinguish non-speech sounds. Develop auditory attention and auditory memory.
Game number 1. "What's outside the window?"
Game number 2. "Journey"
Game number 3. "Tell me what you hear?"
Game number 4. "Guess what I'm doing?"
Game number 5. "Where does the bell ring?"
Game number 6. "Who lives with Sasha in the village?"
Game number 7. "Name the Animals"
Game number 8. "Orchestra"
GAMES 2 STAGE LEARNING
Purpose: To teach children to distinguish the same words, sound combinations, focusing on the height, strength and timbre of the voice.
Game number 1. "Who said meow?"
Game number 2. "Big and Small"
Game number 3. "Who greeted us?"
Game number 4. "How to say correctly?"; "Listen and correct!"
Game number 5. "What word did I want to say correctly?"
Game number 6. "Letter from a Dunno"
GAMES 3 STAGE LEARNING
Purpose: To teach children to distinguish between words that are similar in sound composition
Game number 1. "Let's take pictures"
Game number 2. "Chain of Words"
Game number 4. "Name the extra word"
Game number 5. "Remove extra image"
GAMES 4 STAGE LEARNING
Purpose: To teach children to distinguish syllables
Game number 1. "Tell me which syllable is superfluous?"
Game number 2. "Echo"
Game number 3. "Check and execute"
Game number 4. "Repeat"
Game number 5. "Telephone"
GAMES STAGE 5 LEARNING
Purpose: To teach children to distinguish phonemes Game number 1. "Guess what sound I made"
Game number 2. "Name the Sound"
Game number 3. "Listen and Do"
Game number 4. "Look and remember"
Game number 5. “I will name the words, and you show the symbol”
Game number 6. "Magic Cube"
Game number 7. "Roulette"
GAMES 6 STAGE LEARNING
Goal: Developing elementary sound analysis skills in children
Game number 1. "Reading the Word"
Game number 2. "Make a word"
Game number 3. "Finish the word"
Game number 4. "Make a diagram"
Game number 5. ”Let’s analyze the pictures”
Game number 6. "Who will come up with more words"
Game number 7. "Make a diagram for the picture"
Game number 8. "Chamomile"
GAMES AND EXERCISES AT THE 1ST STAGE OF TRAINING.
Purpose: To teach to listen and hear, to distinguish and recognize non-speech sounds.
Game number 1. "Name the sounds you hear"
The speech therapist offers to close your eyes and name the sounds that are heard in the group and behind it (voices of children, birdsong, car horn. .)
Game number 2. "Journey".
The lesson is held with a subgroup of children. The speech therapist offers to listen and guess what the adults are doing (the nanny washes the dishes, the children in the group: they sit down at the tables, in the music room the children dance to the music, the cook prepares food. .) The speech therapist clarifies which sounds helped to guess what the adults are doing behind the closed door and children? (The knock of dishes, a stream of flowing water - these sounds suggested that the nanny was washing the dishes. Children put chairs and sit at tables - this noise suggests that the children will be engaged, etc.)
Game #3 . " What's outside the window?"
(with a subgroup of children) The speech therapist brings the children to the window, offers to listen to what is outside the window? (dog barks, children's voices, swings creak, birds sing) Speech therapist encourages children who name barely perceptible sounds
Game #4 . " Guess what am I doing?
Children sit in a semicircle. The speech therapist behind the screen performs various actions with objects, the children call these actions: tearing paper, pouring water, playing the metallophone, pouring cereal, weaning with a hammer, clapping. (The speech therapist encourages children if they correctly name the actions of the speech therapist with objects).
Game #5 . " Where does the bell ring?
Children stand in a circle. The driver closes his eyes, the children pass the bell, the speech therapist gestures who should call. The child goes to the sound and points to the one who has the bell in his hand.
Game #6 . " Who lives with Sasha in the village?
The speech therapist tells how Sasha spent the summer in the village with his grandmother. Every morning Sasha helped grandma feed all the animals that grandma had. Let's try to guess who Sada fed every morning? The speech therapist turns on the tape recorder. Children listen to the voices of animals: mu-mu, koo-ka-re-ku, woof-woof, meow-meow, ba-uh ... ba-uh, oink-oink. The speech therapist suggests naming animals: a cow, a rooster, a dog, a cat, a sheep, a pig.
Game number 7. "Name the Animals"
Let's remember what animals lived with Sasha? Listen again to the voices of the animals and remember who made the sound first, second, etc. After listening, it is proposed to arrange the pictures on the canvas in the order in which the animals made sounds.
Game #8 . " Orchestra"
The speech therapist offers to listen to a piece of music. After listening, name the instrument on which the piece of music was performed (piano, violin, guitar ...)
Option 2 of the game "Our Orchestra"
The speech therapist offers to go to the doors of the music hall and listen to "Our Orchestra". After listening, name the instruments that the children played (tambourine, bell, metallophone, piano, spoons).
GAMES AND EXERCISES 2 STAGE LEARNING
Purpose: To teach children to distinguish the same words, sound combinations, focusing on the height, strength and timbre of the voice.
Game number 1. "Guess who called?"
Children stand in a circle, leading in the center, eyes closed. The speech therapist with a gesture shows the one who should name the name of the driver. The driver guesses.
Game number 2. "Who said meow?"
The child does not call the name, but makes a sound, imitating a kitten. The driver guesses which of the children makes a sound (meow).
Game number 3. "Big and Small"
2 version of the game number 2 . "Let's help find the cubs"
The speech therapist shows pictures of animals, making the sound of an adult animal, and the child imitates the cub of this animal. The speech therapist encourages if the children accurately convey the sound of a particular animal.
Game number 4. "Who greeted us?"
The speech therapist asks the children what words they say to each other when they meet on the street, come to visit? Yes, this is a wish for each other's health, so people say: "hello!". Listen to who greeted us. The speech therapist turns on the film. The children are listening. Who said hello first? Children: Larisa Nikandrovna. And who said hello second? Children: Lyudmila Alexandrovna. Speech therapist: And who said hello last? Children: Valentina Egorovna. Speech therapist: How did you manage to guess? Children: By voices. Speech therapist offers to play a game
Option 2 of the game "Guess who said the word"
The speech therapist invites 3 children behind the screen, explains the rules of the game. Each child in turn pronounces the same word loudly: "Mom". Children guess the names of the children who said this tin.
Game number 5. "How to say right?"
Dunno brought you new toys and wants them
(a large box is brought in). What toys do you think are in the box? (ask 5-6 people). Dunno: I will show you toys: this is a doll (shows a doll). This is a tukla, mukla, bugle. Speech therapist: children. Dunno confused, how to say correctly - this is a doll. Dunno: I'll try, I'll say it right - it's a fly, noshka, bag (shows a bear). This? Children: bear.
Option 2 of the game "Listen and correct"
Speech therapist: Dunno, you are completely confused because you are in a hurry, learn to listen and think. See how children can listen. I will say the words, and the children, if I misspell the word, they will clap their hands and correct me. Wagon - vakon - facon - wagon - facon - wagon - wagop - wagon. What word am I trying to say correctly? Children: Wagon.
Game #6 . " What word did I want to say correctly?
The speech therapist distributes pictures to children (ball, cup, ribbon, doll, flag). I will pronounce the words incorrectly, guess what word I wanted to say, and show the picture indicating the object that I wanted to name.
Speech therapist: mar, kar, var, kar, sar ... Children: a ball (a picture displayed on the canvas). Speech therapist: tashka, porridge, head, head ... Children: a cup.
Game number 7. "Letter from a Dunno"
Speech therapist: guys, we received a letter. And wrote a letter Dunno. Let's read what he wrote to us. "Guys, I learned to write and read. I have a new book. There are a lot of pictures. Toska and Tatenok, a dog and a kenk, a metukh and a Turk." Guys, do you understand what mistakes are in the letter? (Melancholy and tatenok - a cat and a kitten, a dog and a kenk - a dog and a puppy, a metukh and a turkey - a rooster and a hen). Speech therapist: we also have such a book. Let's look at the pictures and name the animals correctly.
GAMES 3 STAGE LEARNING
Purpose: To teach children to distinguish between words that are similar in sound composition,
Game number 1. "Let's analyze the pictures" On the canvas of the picture
com onion poppy
The speech therapist offers to look at the pictures, say what is drawn, and determine in which column the picture should be placed. In each column, you need to put pictures whose names are similar in sound
com onion mak house souk
catfish beetle varnish
Game number 2. "Chain of Words"
Speech therapist: I will start the word, and you, replacing the first sound with any other, name your tin. T-shirt - polar cod - bunny - seagull - husky - Rayka; cup - porridge - Masha - Sasha.
Game number 3. "Find matching pictures"
Speech therapist: there are different pictures on the canvas, look at them, I will show the picture and name them, and you will find pictures on the canvas that | in their name with the one I named.
bitch - onion cancer - poppy, house - catfish, par-ball.
Game number 4. "Name the extra word"
Speech therapist: I will name words that sound very similar to each other, but one word is superfluous. Try to hear it. Poppy - cancer - tank - bough (bitch); cat - sweat - mouth - whale (whale); Onion - bough - poppy - beetle (poppy); com - catfish - house - scrap - rum - onion (onion). Speech therapist: who remembered which words were superfluous? The speech therapist exposes pictures (bough, whale, poppy, bow).
Option 2 of the game "Remove the extra picture"
On the canvas, the pictures are very similar in their sound, but one picture is superfluous. Find it and remove it. Poppy - varnish - cancer - cat. catfish - house - com poppy onion - beetle - souk house.
GAMES 4 STAGE LEARNING
Purpose: To teach children to distinguish syllables.
Game number 1. "Name which syllable is superfluous"
Speech therapist: I will name syllables, listen and tell me which syllable is extra? Na - but - ma; ka - ka - go - ka; pa-ba-pa.
Game number 2. "Echo"
Speech therapist: I will call the syllable, and you, like "echo", repeat quietly
Speech therapist PA childrenPA
Game number 3. "Check and execute"
Speech therapist: I will pronounce syllables, if I call the same syllable three times, then put a red circle on the strip, if I do the task incorrectly, then black.
PA-PA-PA KA-GA-KA
PA-BA-BA TA-TA-TA
At the end of the game, the speech therapist analyzes the task, finding out mistakes, and whether the children placed the chips correctly.
Game number 4. "Repeat"
The children stood in a circle, the speech therapist offers to throw the ball to each other and name the syllable that the speech therapist calls.
Speech therapist PA children PA
Speech therapist: we called different syllables, but who heard the words?
PA-PA KA-KA MA-MA TA-TA
Game #5 . " Telephone"
Children sit on chairs in one row. The speech therapist pronounces a syllable in the child's ear and offers to pass this syllable to the next child, etc. The speech therapist asks each child what syllable he heard? (Syllables: PA KA GA RA MA).
GAMES STAGE 5 LEARNING
Purpose: To teach children to distinguish phonemes.
Game number 1. "Guess what sound I made?"
Speech therapist: we learned to distinguish between different sounds, guessed the actions of children and adults by sounds, but there are sounds that help us understand each other. These sounds are combined into syllables, and syllables into words. Try to guess what sound I will make. Be very careful. You will not hear the sounds that I will make, but if you carefully look at the position of the lips, you will immediately guess. The speech therapist opens his mouth wide and silently pronounces the sound [A]. How did you guess? Speech therapist: what sound would you hear now? (the speech therapist pulls his lips into the position of the tube). Children: sound [O]. Speech therapist: lips in a smile and we hear a sound? Children and].
Game number 2. "Name the Sound"
Speech therapist: Dunno came to visit us. He wants to play with us. Guess what sounds Dunno "pronounces". Children guess vowel sounds by the position of the lips. Dunno brought you symbols of vowel sounds as a gift, try to guess what sounds these symbols represent? [A U O]
Dunno has a very favorite song when he is in a good mood, but he always sings it. Let's sing it together: A O U Y
Children together with a speech therapist sing a "song". Strengthening and decreasing the power of the voice.
Game number 3. "Listen and Do"
Speech therapist: you have symbols of vowel sounds on your table. I will name the sound, and you show the symbol of this sound. The speech therapist pronounces vowels [A O U I]. Children show the symbols of these sounds.
Game number 4. "Look and Remember"
The speech therapist offers to look at the canvas and name the symbols of vowels with sound. Invites children to memorize the sequence of vowel symbols. The driver leaves the door - the speech therapist removes one of the symbols, the child calls which symbol was removed.
Option 2.
The speech therapist offers to look at and remember the sequence of symbols. Then, on the strip, arrange the symbols of vowel sounds in the same sequence as on the board, but from memory [U O I A].
Game number 5. "I will name the words, and you show the symbols"
Speech therapist: I'll call tin, and you think about what sound each word begins with and show the symbol of this sound: bus, album, aster - [A]; duck, snail, iron [U]; wasps, donkey, hoop - [O]; turkey, caviar, needles - [I]
Option 2.
Speech therapist: I will show the symbol of a vowel sound, and you come up with words that begin with this sound. The speech therapist shows the symbol of the vowel sound - [A]. Children make up words. The speech therapist controls the correctness of the task. Alternately shows the symbols of vowels [O U I].
Game number 6. "Magic Cube"
The speech therapist shows the cube and asks how it differs from those cubes that children play with. Children: symbols of sounds are drawn on the cube. The speech therapist offers to roll the dice and come up with words that begin with the sound whose symbol will be on the dice.
Game number 7. "Roulette"
Speech therapist suggests playing new game. There are colored circles on the arrow - children choose any color and alternately spin the roulette wheel. Everyone comes up with a tin that starts with the sound whose symbol the arrow shows.
Note: When children select pictures, come up with words with a given sound, a speech therapist teaches children to highlight a given sound in the middle, end of a word. In the same way, children learn to distinguish consonant sounds.
GAMES b STAGE LEARNING
Purpose: Development of elementary sound analysis skills in children.
Game number 1. "Reading Tin"
Speech therapist: I will tell you the story of one girl who got lost in the forest (speech therapist tells). What little word do we shout in the woods to find each other? Children: OW! Speech therapist: let's try to make this word with the help of symbols. What is the first sound in the word au? Children: [A]. Speech therapist: what about the second sound? Children: [U]. Speech therapist: what word did we make with the help of symbols? Children: AU. The speech therapist offers to "walk" in the forest. Children practice giving voice (au. au. au).
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