The proposed exercises can be used to correct dysgraphia both individually and in subgroup speech therapy sessions.

Differentiation s-s

Insert the missing letters in the words.

... takan, ... akon, ... calm, ... okay, ... loy, ... work, ... lovo, ... health, ... tin, ... a ... lonka, ... drav ... twi, ... pa ... for, ... anave ... ka, ... oh ... underwear, ... ali ... aat, ... oh ... add, ... and .... add, ... ano ... and

2. Complete the missing syllable with a letter s or with.

that ..., to ..., to ..., va ..., u ..., ro ..., bu ..., ro ..., wa ...

3. Insert the missing letter s or with.

Na ... stupid ... ima. There were ... severe frosts. ... ina in ... yala ... anki and went up the hill. She rode ... b on ... anks from a hill. She was running after her ... Obaka Tre ... op. Not afraid ... I ... ina moro ... a.

4. Write down the words with the letters h from the texts. with.

Golden meadow

We lived in the village. We had a meadow in front of the window. There were dandelions in the meadow, and the meadow was golden. It was very beautiful. It was very beautiful.

Once I got up to fish. I looked out the window and saw that the meadow was not golden, but green. When I walked home in the afternoon, the meadow was all golden again. I began to observe. By evening, the meadow turned green again. Then I plucked a dandelion and examined it. It turned out that he closed, hid his golden petals in a green cup.

When the sun came up, I could see the dandelions open and the meadow turn golden again.

Differentiation b-p

1. Insert the letters missing in the words.

a) ... ok, ... ol, su ..., zu ... s, ... lins, for ... oh, ... tree, that ... glasses, ... big, ... fishing rod, ka ... li, chlo ... ok, ... latok, ... luzka, ... alto, ... antique, then ... oh, oh ... oh

b) ... a ... points, ... o ... shops, ... o ... tree, ... o ... tree, ... o ... more, ... o ... dough, ... o ... food, ... o ... oische, ... ro ... wolf, ... o ..white, ... oh ... andy, ... oh ... bitter, ... oku ... ka

2. Make a story based on key words. Write it down.

Stray

Pasha, Borya, jumped, fence, path, close, ran, got lost, dog, stroked, snuggled, wandered, led, stove, warmed up, stray.

Differentiation d-t

1. Complete the words by adding a syllable Yes or that

be ... ... bun goro ... nature ...

coffee ... ... that thief ... pig

in ... coy borough ... free ...

wa ... ... goose ry ... good ...

ro ... ... there are duck ... full ...

2. Insert the missing letter in the words d or T.

truck ... oh, boro ... a, s ... rela, boro ... a, gra ... wilted, win ... noy, ve ... ka, ve ... ro, pogo ... a, I wish ... and, well ... ok, oh ... yeah, ve ... er, kapus ... a, steam ... a, y ... a point, ... e ... ra ... b, ... awh ... hik, s ... a ... oh, ... ru ... but

3. Make and write a story based on key words.

Summer cottage, rested, Dima, dragged, heavy buckets, water, watered, beds, grew, radishes, currants, worked hard

Differentiation in-f

1. Insert the missing letters in the words.

a) ... lacon, ... agon, ... orota, ... torah, ... lus, .... crown, ... fearful, ... orma, ... rukty, ... ortochka, ... igura, ... ratar, ... elm, ... lot, ... chirping, ... oto ,… Eagle,… eter,… ihr,… ichor.

b) qi ... ra, about ... od, s ... ertok, ke ... ir, s ... yekla, sara ... an, ko ... er, whether ... ter, if ... a, if ... full-time, solo ... her, first ... oh, sal ... baby.

c) ... if ... oh, ... hand ... oh, ... oh ... alsya, ... ioleto ... oh, ... laneli ... oh, go ... orly ... oh, ... ar ... oh, ... e ... ral, ... eat ... al, ... otogra ... oya, ... and ... whether, ... ydergi ... aet

2.Write sentences by inserting missing letters in words

In the classroom, shows ... or educational ... elm. In winter, it is necessary to open ... a ... a frame, ... r \ ara put on a ball ... and ... arezhki. ... Anyusha has a fur ... coat. On a hike you need ... onari and ... thighs. U ... iti but ... oh ... urazhka.

Differentiation g-k

1. Read the words, write down the syllables with the letter g and k.

Voice, city, cat, cat, cube, bones, dove, lips, geese, doll, pear, guitar, caviar, needle, meadows, Igor, game, window, fire, river, sneakers, book, Galya, Kolya, cat, pigeon, lips, fist, piece, weights, cinema, walk.

2. Insert the missing letter г or к into words.

a) U ... ol, wa ... he, u ... sus, po ... ode, u ... ol, lav ... a, ... amen, ... usto, ... lips, ... raffin, I ... ode, ... al ... a, ... al ... ah, s… ah… ah, I… od… ah,… olub… ah, for… hell… ah,… ro… odil.

b) Sleep ..., kula ..., cottage cheese ..., pau ..., ro ..., stolbi ..., zamo ..., goofy ..., pidzha ..., dru ..., kablu ..., shl ..., gon ..., din ..., know ..., spicy ..., market ..., plu ..., club ..., lu ....

3. Make up phrases, choosing words from point b that are suitable for the meaning of the words in point a.

a) bitter, labial, loud, small, buckwheat, blue, hot, red, beautiful, deep.

b) accordion, porridge, ribbon, milk, onion, city, voice, goslings, gouache, well.

4. Write down the words with the letters г, к.

The sky was covered with a thundercloud. Gulya feeds pigeons every day. Grisha loves buckwheat porridge. Mom washed the baby with a soft sponge. There is a chestnut horse in the stable. We ate hot potatoes. Alenka has speed skates. Our team played in blue jerseys. Kolya scored a goal It was an interesting game. The red jacket hangs on the chair.

Differentiation w-w

1. Insert the letters zh-sh.

... uba, ... uk, ... um, kra ... a, ... willow, vi ... nya, vra ... yes, li ... niy, bully ... nick, clever ... ene, ve ... alka, pe ... ka, lay ... ene, move ... enie, dol ... en, ti ... e, bli ... e, curd ... nicki, ... dark, boom ... ny, ... pores, ... fires, roof ... ovnik, this ... erka,

... a ... ki, mo ... e ... b, ... ur ... al, ... wil ... b, le ... and ... b, ... tani ... ki, ... ari ... b, ma ... e ... b, ... me ... b, ... ur … It.

2. For the words from the first column, select the appropriate words from the second column.

a) obedient friendship

fresh Jeanne

reliable porridge

wool roof

iron clothing

ginger cat

b) typewriter

paper cabinet

sewing helmet

close animal

home school

heavy bag

c) Zhenya laugh

grandma buzzing

horse writes

Masha knits

bumblebee on duty

grandpa is running

3.Write the sentences, change the meaning of the words given in brackets.

You (knit) mittens. I (knit) a scarf. You are (on duty) in class today. I am (on duty) in the lobby. You (fry) the potatoes. I (fry) the fish. You (lie) on the couch. I (lie) on the sofa. You (smear) the bread with butter. I (smear) the bread with jam.

Differentiation s - w

1 Make phrases by selecting words from the second column that are suitable for the meaning of the words in the first column.

a) fun highway

clear shepherd boy

dry sun

interesting cat

gray travel

b) high oats

blue tower

wool ball

fluffy snow

dry cabinet

c) the pine is in a hurry

Sonya dries

mice are noisy

reeds crumble

leaves rustle

2. Write down sentences by inserting the missing letters s, w.

Kuku ... ka ve ... eaten kukuet. ... ah ... but not ... em gru ... and. Pa ... tu ... ok ... ne ... um home. … E… tra… sewed…. A… e ruba… ku. Ma ... and not ... em woman ... I'll throw ... umku. ... a ... e ... tra ... but. He rub ... and ... ka. As for… tel… b, and for… pi… b. ... that Anto ... is on one leg.

Differentiation h - w

1. Finish the word by adding syllables

cha, sha cha);

ka ..., that .., Ma ..., ku ..., kry ..., intr ..., Mi ..., paws ..., yes ..., on ..., ass ..., Pa ..., front ..., fresh .., poro ..., give ..., yes ... ud ...

2. Complete the word by adding syllables

chi shea (remember how the syllable is always written shi);

but…, on…, we…, yes…, at…, that…, halo…, feces…, ass…, small ,. vstre ..., land ..., gra ..., they say ..., pi ..., dy ..., no ...

3. Finish the sentences with meaningful phrases. (Using previously worked out phrases.)

Grandma cooked ... (what? What?) They ripened on the pear tree ... (what? What?). The white cat had one ... (what? What?). The baby always has ... (what? What?). In the corner rustles ... (what? What?). Natasha loves ... (what? What?)

4. Write down the sentences by inserting the missing words.

Letters are dipped into the mail…. Mom bought… for rainy weather. We must give someone else's…. we collected juicy… in the garden. Smoked is very tasty…. In the forest, a bird was heard…. the tourists entered the wonderful….

Words for references: box, cloak, thing, vegetables, bream, twitter, gorge.

5. Insert missing letters into words

pi ... a, sve ... a, that ... a, my ... ny, flat ... hell, back ... ah, by ... hell, ... it, ... natural, ... etiquette, ... a ... a. ... and ... e, ... u ... ka, ... eno ... ek. ve… and… ka, ru… and… ah, then… .il… ik.

This selection of didactic exercises was sent to the site by

Elena Grachovina

school teacher-speech therapist in Vyborg

The beginning of the school year in the first grade sometimes reveals the problem of dysgraphia in children of primary school age. Speech therapy is characterized by a violation of writing: children miss letters, write as they say, without taking into account the rules, do not add words, distort case endings.

Teachers and parents should pay attention to the problem in time. In the absence of timely measures, the child will get used to writing incorrectly, become the object of ridicule at school, and lose confidence in his abilities. Pay attention to corrections and exercises for treating dysgraphia in children.

Reasons for development

How does dysgraphia appear? Scientists have not yet found an exact answer, the mechanism of the problem with writing is not fully understood. Most experts believe that the main cause is heredity (immature cells of certain parts of the brain).

Among the probable reasons:

biological factors: birth trauma, pathology of fetal development during pregnancy;
lack of communication with the baby at an early age;
parents did not pay attention to the development of speech;
mispronunciation by family members;
prolonged distortion of words, "lisping" with children;
parents speak different languages.

Views

Speech therapists distinguish several types of dysgraphia in children. The information will help parents understand why children are missing letters or misspelling the endings of words. It is important to know what form of dysgraphia a student has in order to correctly perform the exercises recommended by a speech therapist at home.

Acoustic form

Features of acoustic dysgraphia:

replacing letters with phonetically similar ones. Orally, the child pronounces the letters correctly, but writes them incorrectly;
most often mixed: hissing - sibilant (F - Z), deaf - voiced (F - V). The child often confuses C - S, B - U;
another sign is the omission or excessive addition of the softness of consonants when writing, for example, "to swear" instead of walking "," hurts "instead of" hurts ".

Articular-acoustic form

Peculiarities:

incorrect pronunciation of sounds is recorded on paper;
until the student pronounces the words correctly, it is impossible to get rid of this form of speech therapy disease.

Optical dysgraphia

Peculiarities:

the problem develops with insufficient formation of the skills of visual analysis and synthesis;
the child poorly distinguishes the details of letters, poorly learns the combination of "ovals", "sticks", special elements that make up all letters;
most often the children do not complete the lines, it turns out not M, but L, add unnecessary details, skip connecting elements when the letters are similar. Sometimes students write letters in a mirror image.

Agrammatic view

Peculiarities:

the problem occurs when the rules of grammar are violated. Agrammatism is observed when writing not only words, but also phrases, sentences, the whole text;
the problem manifests itself in the study of grammatical norms. Parents and a teacher find out that a little dysgraphic spells case endings incorrectly, does not know how to coordinate words with each other. Children write "good sun", "long day", "big trees".

Correction and treatment methods

If a problem is identified, you cannot postpone the start of classes. An integrated approach includes working with a psychologist (helps to overcome difficulties in school, family) and a speech therapist (determines the form of the disease, develops a treatment regimen).

Specialists will offer correction methods and exercises to eliminate problems, depending on the type of dysgraphia. Parents should tune in to daily classes according to the methodology developed by specialists. The ideal option is to transfer a younger student to a speech therapy school or class, if there are any in your locality. In the absence of specialized institutions, regular visits to a psychologist, classes with a speech therapist, compulsory consolidation of skills at home, with parents are required.

Effective ways to correct dysgraphia:

classes for the development of memory, thinking;
enrichment of vocabulary;
work on the correct pronunciation of words;
memorizing grammatical norms;
exercises to improve auditory and spatial perception;
classes that encourage the analysis of certain phenomena, grammatical forms;
written exercises. The student must reproduce new material on paper, confirm the understanding of the differences between the elements of letters in the optical form of dysgraphia;
rehabilitation treatment: massage, physiotherapy, sedatives for excessive excitability, hyperactivity syndrome.

Note! Dysgraphia is often combined with dyslexia, a reading disorder. The speech therapist will analyze the problem of the little patient, suggest exercises for complex correction.

The main stages of treatment:

diagnostic. Carrying out dictations, checking the state of the grammatical and lexical aspects of speech, analyzing the results obtained;
preparatory. Development of thinking, fine motor skills, memory, understanding of spatio-temporal relationships;
corrective. Correction of dysgraphic disorders. The main work focuses on the phonetic, lexical and syntactic level. The task is to eliminate the problem with speech, correct pronunciation, normalize the reading process;
evaluative. Verification of the achieved results, analysis of written works, recommendations to parents to consolidate skills.

Pay more attention to pronunciation, written statement of thoughts in the following cases:

a left-handed child or a retrained right-hander;
you started unreasonably early literacy training;
noted problems with concentration, memory;
family members speak two, sometimes more, languages;
before school, the kid went to a speech therapy group;
you often notice that an elementary school student writes words as he pronounces;
the child does not fully understand the difference between paired voiced and voiceless consonants, vowels u - e, u - o, often confuses "r" / "l", hissing;
often does not finish the endings of words, skips letters / whole syllables.

Exercises to overcome ailment

We write out loud

A simple, effective trick. The student must pronounce everything he writes, be sure to highlight the weak beats. It is important to clearly, slowly pronounce unstressed vowels, hissing, consonant positions at the end of a word. For example: a cow gives a useful milk (fluent pronunciation is different: a cow gives paleznae malako). The child's task is to say EVERY word.

One more point: you need to clearly highlight the consonant at the end: teeth, teeth, blood. Incorrect pronunciation of the endings often causes misunderstanding: what letter to write. Hence - incomprehensible squiggles instead of the correct designations.

I work as a proofreader

An exercise with such an unusual name requires a boring book, a technical journal, complex literature, which the student will definitely not want to read. The main thing is large letters, a comfortable font.

The task is to find a certain letter in the text, for example, "o", cross it out. Focus on the letters that the child confuses, cannot write correctly. During the search, the student will clearly remember what the letters "a", "y" look like.

Completed the first stage? It's time to complicate the task. The child should find two letters in the text, preferably, similar in spelling, for example, "l" / "m", "w" / "x". Often children write in the wrong direction "tail" at the letter "b". It is easy to find the necessary examples by analyzing the mistakes in writing the dictations of the younger student.

Important! During the exercise, make sure that you do not read the teaching, but look for the familiar appearance of the selected letter. For this purpose, boring, complex material is needed that will not interest the student.

Find and understand

For work, you will need collections of dictations. The challenge is to explain each comma in detail. If the student does not know the rules well, teach as you go. It is important that as a result of the lessons you get a clear answer.

Example: “A comma between the noun“ spring ”and the conjunction“ and ”separates the two parts of a compound sentence (Spring has come and the grass has turned green). Don't overload the class with examples. Determine four to five sentences so that the student clearly understands the rules for using commas. It is important to say each phrase out loud two or three times.

Maze

An excellent exercise for developing gross motor skills. Buy special labyrinths of different types or draw intricate moves yourself. The task is to trace with your finger from the beginning of the maze to the exit. During the exercise, the hand and forearm are involved.

Make sure the little dysgraph moves your hand, not a piece of paper.

Find the missing letter

You will need the source code, in which everything is in place. The work requires the same material, but some letters are missing. The student's task is to fill in the blanks. Help text will help you find and remember letters.

Sample: On l * gu r * st * t red * in * e colors * you. D * t * p * d * yu * s * w * sn * and * ol * c *.

Hint: Beautiful flowers grow in the meadow. Children rejoice in the spring and the sun.

Find a text that is not boring to get the student interested in what will happen as a result of his efforts.

remember: methods of dysgraphia correction are varied, not always interesting for adults, but effective for the development of writing skills in children;
exercises take a lot of time: persistence, patience, constant control of homework are required;
if a speech therapist has set a large text task for working with parents, be sure to break it down into two or three shorter ones. Overwork is a direct road to whims, unwillingness to study;
never force your son or daughter to rewrite homework 3-4 times. This approach is harmful to the health of the student, causes more mistakes every time, provokes self-doubt. Children become angry, quietly or openly express dissatisfaction. It is unacceptable to discourage the desire for classes;
always praise the student for any, even the most modest, success. Don't humiliate kids when they fail. Calling names, coming up with offensive nicknames is strictly forbidden: the child suffers at school, where not everything works out, and then the parents offend. A dangerous situation for the child's psyche.

Now you know what dysgraphia is, how speech therapy disease manifests itself in younger students. Explore correction techniques and exercises to improve your writing skills. Follow the recommendations of an experienced speech therapist, consult with a psychologist. Treatment of dysgraphia in children requires patience, a willingness to help, and the right approach to classes.

Video. Specialist on the causes and treatment of childhood dysgraphia:

Violation of writing (dysgraphia) is quite common among students of both correctional and mass schools, and this prevents the full assimilation of school knowledge. Recently, the number of such children has been increasing. In their written works, most often, there are specific errors that are not associated with the assimilation of grammatical rules. Diagnostics of the written language of primary school students shows that errors encountered in written works can hardly be attributed to any type of dysgraphia (according to the classification of R.I. Lalaeva); synthesis and agrammatic with elements of acoustic and optical dysgraphia). In this regard, a special system of correctional and developmental classes is needed, aimed at overcoming these violations.

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Explanatory note

Relevance of the program:

Modern psychology considers writing as a complex form of speech activity. The letter is formed consciously in the 5-7 year, in the process of purposeful training. The ways in which the development of writing emerges from the very beginning act as deliberate actions, and only gradually turn into an automated skill.

This program is designed to work with students to correct the mixed type of dysgraphia.

Legal and regulatory framework for the development of a correctional program:

Law "On Education" of December 29, 2012 N 273-FZ
Instruction letter Min. general and vocational education of the Russian Federation dated 01.22.98 No. 20-58-07 in / 20-4 "On teachers-speech therapists and

Teachers - psychologists of educational institutions ”.

Letter from the MORF dated 12/14/2000 No. 2 "On the organization of the work of speech therapy

Point of a general education institution ".

Regulations on speech therapy station MBOU "Average

Secondary school №3 ".

Yastrebova A.V., Bessonova T.P.

Instructive and methodological letter on the work of a speech therapist teacher at

Comprehensive school. (The main directions of formation

Prerequisites for the productive assimilation of a native learning program

Language in children with speech pathology). - M ..: "Kogito-Center", 1996.

Methodological justification

The program is compiled in accordance with the new federal state standards for teaching reading and Russian language in primary schools. It takes into account the peculiarities and structure of a speech defect and reflects modern approaches to correcting violations of written speech. The program reflects the work of L.N. Efimenkova, I.N. Sadovnikova, R.I. Lalaeva, A.V. Yastrebova, T.P. Bessonova, L.G. Paramonova, A.N. Kornev, I. V. Prishchepova.

Purpose of the program: The main goal of the program is to form speech, linguistic and communicative competence in children of primary school age, to create conditions for overcoming reading and writing disorders, to assist in the assimilation of the primary school program in reading and writing.

Objectives of the program:

Educational:

Development of perception of metric analysis and synthesis;

Development of sound-letter analysis and synthesis;

Formation of the ability to analyze and make an autonomous decision;

Formation of the spatial organization of activities based on the letter material;

Formation of optical-constructive activity.

Correctional and developmental:

Development of visual-object and spatial perception;

Development of visual memory;

Development of voluntary attention, concentration, switchability;

Expansion of the lexical stock of speech, elimination of agrammatisms in speech;

Development of thought processes: analysis and synthesis;

Development of hearing and speech perception, voluntary attention, memory;

Development of the selectivity of auditory speech memory;

Development and formation of the ability to understand and accept the educational task posed in a verbal form;

Formation and improvement of coherent speech (work on the compilation of narrative and descriptive stories).

Health-saving:

Selection of educational material, taking into account the age, somatic and intellectual capabilities of children.

Alternating static and dynamic games and exercises.

Methods used in the program

The effectiveness of corrective work depends on the use of a variety of forms and methods of work. The system of correctional and developmental methods is aimed at overcoming the main violation, at the formation of skills that ensure the mastery of reading and writing. The use of each method is determined by the purpose, tasks of speech therapy work, its place in the general system of the correctional process.

Basic methods:

specific (motor-kinesthetic, auditory-visual-kinesthetic);
didactic:
visual;
verbal methods based on visualization;
verbal methods without reliance on visualization;
practical methods that should be playful.

Within the framework of the correction program, the main place is occupied bypractical methods... These are various exercises:

Constructive - during work on clarification of optical-spatial differentiations (construction of letters from elements, from one letter to another);

Creative - while working on the formation of sound - letter analysis and synthesis.

The program is aimed at eliminating violations of writing and reading among students, caused by phonetic and phonemic underdevelopment of speech, impaired language analysis and synthesis, underdevelopment of the visual analyzer.

The program is of a correctional and developmental nature, provides for the development of higher mental functions (deficit of attention, memory, thinking).

When selecting speech material, the age and individual characteristics of children, the specificity of the speech impairment of this group are taken into account. Textbooks and teaching aids are not provided; handouts are used in the classroom.Modern information technologies (the use of digital educational programs, films, Internet resources) help to improve the quality of education, increase the effectiveness of the assimilation of educational material by schoolchildren. The technical equipment of the educational institution helps to organize a differentiated approach to teaching the subject. Projection of reproductions of paintings, reference and didactic materials, presentation of lesson topics not only save time, but also enable the teacher to plan group and individual assignments for students with different learning motivations.

The target audience

This program of correctional and developmental work is designed for students in grades 2-4.

General characteristics of the program

The program is implemented with group work ... The program includes a course of classes that are held two to three times a week. The correction course consists of several blocks.

Diagnostic unit. Examination of the oral and written speech of students. The examination results are recorded in speech cards. During the academic year, three diagnostics are carried out: primary diagnostics (further correctional work is planned based on the results of the examination), intermediate diagnostics (is carried out at the end of the first half of the correction course) and final diagnostics (based on the results of the examination of the state of written and oral speech, recommendations are given to the student and parents, the question of the expediency of further correctional work is decided).

Preparatory block.Clarification and development of spatio-temporal representations. Development of auditory and visual attention and perception. Acquaintance with sounds, organs of articulation, sound production.

Correction block.

Corrective the block includes several sections. A speech therapist teacher has the right to change the order of submission of correction material, exclude or add (if necessary) topics of speech therapy lessons and the number of hours for repetition and consolidation of educational material.

Section I. Correctional work at the phonetic level.

Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and the skills of analyzing and synthesizing the sound-syllable composition of a word. Improvement of sound generalizations during exercises in sound analysis and synthesis. Development of the syllable-rhythmic structure of the word.

Work on the differentiation of sounds is carried out in the following sequence:

Each of the sounds is worked out in isolation: its articulation, phonetic characteristics, graphic representation, phonemic analysis and synthesis of words with a given sound are specified;
Opposition sounds are differentiated by articulation, phonetic design and meaningful role in the word, the skill of correct writing is formed.
Work at the level of a syllable, word, phrase, sentence and text in grades 2 and 3 is carried out at the main stage of work during the differentiation of opposition sounds.

Section II. Correctional work at the lexical and grammatical level.Clarification of the meanings of the words available in the vocabulary of children; further enrichment of vocabulary through the accumulation of new words related to various parts of speech, and due to the development in children of the ability to actively use various methods of word formation.

Section III. Correctional work at the syntactic level.

Clarification, development, improvement, grammatical design of speech by mastering word combinations, the connection of words in a sentence, models of various syntactic structures.

Basic syntactic units: phrase, sentence. Grammatical presentation of sentences. Dissemination of proposals. Improving the skills to build and rebuild sentences. Formation of coherent speech. Development of skills of a coherent statement. Selection of adequate linguistic means for constructing an utterance.

When working on a proposal:

Learn to highlight sentences from a solid text;
To teach the ability to write a sentence with a capital letter and put punctuation marks at the end, distinguish between major and minor members;
We form the ability to establish a connection between words in a sentence, to distinguish between a sentence, its main members and a phrase.

In the process of planning training sessions according to the program, it is necessary to take into account the individual and personal characteristics, the level of speech development of each child. The time for mastering the content of each block of the program is purely individual. Thematic planning and the number of hours may vary depending on the age of the children, the structure of the defect and the degree of its severity. To establish the number of correction hours per child, from the table "Thematic planning of speech therapy classes", the topics of classes are selected that are necessary to correct certain violations in each specific case.

To implement the program, you must have:

cabinet
visual aids;

didactic material;
educational literature;

Taking into account the specifics of violations of written speech, thematic planning is divided into the following sections:

Work to overcome acoustic dysgraphia;

Work to overcome optical dysgraphia;
Work to overcome agrammatic dysgraphia;
Work to overcome dysgraphia on the basis of immature
language analysis and synthesis.

Each section of the program includes tasks, the content of correctional and speech therapy work. The topics of correctional speech therapy work are indicated directly in the schedule.

Work to overcome acoustic dysgraphia

Tasks :

development of auditory perception;
formation and development of ideas about sounds;
development of phonemic analysis and synthesis;
development of the skill of differentiating mixed sounds by voicing -
deafness, hardness-softness.

clarification of the pronunciation and auditory image of each of the mixed sounds
comparison of mixed sounds in pronunciation and auditory
plan.

Work to overcome optical dysgraphia

Tasks :

development of visual perception, analysis and synthesis;
differentiation of mixed letters in writing.

clarification of ideas about shape, size, color;
orientation in one's own body and in the surrounding space;
design and reconstruction of letters;
finding, highlighting letters.

Work to overcome agrammatic dysgraphia

Tasks :

formation, development and improvement of the skills of accurate
correlating a word with an object, phenomenon, action;
formation, development and improvement of full-fledged
ideas about the morphological composition of the word;
formation, development and improvement of skills
grammatical design of speech;

Formation, development and improvement of coherent speech.

clarification of the meanings of words available in the vocabulary of children,
and its further enrichment as by the accumulation of new words,
related to various parts of speech, and due to the development in children
actively use various methods of word formation.
Consecutive accumulation of "nests" of related words.
clarification, development and improvement of grammatical
correct speech formatting by mastering phrases,
the connection of words in sentences, models of various syntactic
designs.
development of coherent utterance skills, including:
establishing the sequence of the statement; selection of language
means for constructing statements for certain communication purposes;
improving the skill of building and rebuilding proposals for
given samples.

Work to overcome dysgraphia on the basis of the lack of formation of language analysis and synthesis

Tasks:

Formation, development and improvement of the skill of analysis

sentence structures;

Formation, development and improvement of the syllabic skill

analysis and synthesis;

Formation, development and improvement of skills

phonemic analysis and synthesis.

Development of the skill of analyzing and synthesizing speech units, including:

Determination of the number, sequence and place of words in

proposal;

Isolation of a vowel sound from a syllable, word;

Work on the differentiation of vowels and consonants in the composition

words;

Determination of the number, place of a syllable in a word;

Composing words by rearranging, adding sounds, syllables;

isolating the first and last sound from a word, defining it

places;

Determination of the sequence, quantity and positioning

in a word.

Assessment of the quality of the program

When assessing the effectiveness of correctional work, the parameters of the Federal State Educational Standards for primary schools in reading and Russian are taken into account.

The results of primary, intermediate and final diagnostics are recorded in the speech chart of an elementary school student.

Methods for evaluating the effectiveness of the program.

The following verification works are provided:

Dictations;
Individual tasks;
Tests;

Computer programs;

Working with didactic material;

The intended result

By the end of remedial education, children should know :

Terms used to denote basic concepts - speech, sound, syllable, word, letter, sentence, etc .;

All letters and sounds of the native language;

Distinctive features of vowels and consonants;

Vowels and consonants;

Hard and soft consonants, as well as letters to indicate the softness of consonants in writing;

Pairs of vowel sounds; pairs of consonants according to hardness-softness, voiced

Deafness;

By the end of the course, children should be able to :

Recognize and distinguish between vowels and consonants;

Denote vowels; hard, soft, voiceless and voiced consonants in writing;

Use the vowels I, I, Y, Y, E or b to indicate the softness of consonants in writing;

Distinguish mixed sounds by ear and pronunciation;

Perform phonetic parsing of the word; make sound-letter parsing of syllables and words;

Write down words with the vowels I, I, E, YU, E, as well as the letters b and b;

Match words for a given sound;

Compare words with similar sounds;

Build sound schemes of syllables and words;

Make up phrases and sentences with mixed sounds;

Recover sentences and text with specified sounds;

To independently write auditory and visual dictations, statements and compositions using opposition sounds.

The effectiveness of the work is determined based on the results of a comparative analysis of the data of the primary speech therapy examination and the state of the writing skill at the final testing. For this, during the initial and final examination, children are invited to write unfamiliar texts of similar complexity under dictation. The state of the writing skill is carried out according to the criteria: the number and quality of mistakes, the awareness of writing.

Any positive change in the state of formation of the student's writing skill, noticed by the speech therapist teacher, is recorded as success in learning. Improvement of the emotional-volitional sphere in the process of writing and improvement of such personality traits as: the ability to independently organize one's activities; the ability to exercise control over your own letter; the ability to use the acquired skills in new conditions.

The number of classes and the composition of the groups.

Classes are held three times a week with a break for school holidays, in groups of no more than 6 people. Groups are completed taking into account the age and nature of violations.

The number of required lessons on one topic is determined by the speech therapist in this group of children on the basis of objective data on the mastery of the topic.

Calendar -thematic planning of correctional work with a group of students with a mixed form of dysgraphia for the first quarter of the 2014-2015 academic year

Lesson topic	correctional work	Number of hours	the date	Note
Diagnostic and analytical unit
The state of formation of phonemic, syllabic, linguistic analysis and synthesis. The state of formation of word formation and inflection. The state of formation of oral and written speech.	Revealing the state of formation of phonemic, syllabic, linguistic analysis and synthesis. Revealing the state of formation of word formation and inflection. Revealing the state of formation of oral and written speech.
Correctional work
"Sound-letter". Differentiation of concepts. Vowel sounds and letters. Isolation of vowel sounds of the 1st row from the sound row, syllable, word. Consonants and letters. Differentiation of vowels and consonants and letters. The syllabic function of vowels. Stress. Stressed syllable. Vowel sounds and letters. Vowel formation 2 rows. Differentiation of vowels 1 and 2 rows (a-z).	Formation of the concept of a letter as a graphic image of sound. Development of phonemic perception, phonemic analysis and synthesis, phonemic representations. Development of the ability to distinguish vowel and consonant phonemes by ear. Development of syllabic analysis and synthesis on the basis of words of various syllabic structures. Formation (consolidation) of the skill of determining the stressed syllable in words. Formation of the skill of using the letters "a-z" after hard and soft consonants in writing: in syllables and words, in words and phrases, in sentences and texts.

Evaluation stage

Calendar-thematic planning of correctional work with a group of students with mixed forms of dysgraphia for the second quarter of the 2014-2015 academic year

Lesson topic	correctional work	Number of hours	the date	Note
Correctional work
Differentiation of vowels 1 and 2 rows (y-yu). Differentiation of vowels 1 and 2 rows (o-e). Differentiation of vowels 1 and 2 rows (s-i). The use of the letter "ь".	Formation of the skill of using the letters "yu" after hard and soft consonants in writing: in syllables and words, in words and phrases, in sentences and texts. Formation of the skill of using the letters "o-y" after hard and soft consonants in writing: in syllables and words, in words and phrases, in sentences and texts. Formation of the skill of using the letters "y-i" after hard and soft consonants in writing: in syllables and words, in words and phrases, in sentences and texts. Soft sign. Designation of softness of consonants using a soft sign. The soft sign in the split function. Differentiation of the soft sign in the softening and splitting function.
Differentiating sounds [b-p]. Differentiating sounds [in-f].	Clarification, comparison of the articulation of sounds [b-p]. Development of phonemic differentiation of sounds [b-p]: In an isolated position; In syllables and words; In the texts. Clarification, comparison of articulation of sounds [in-f] (hard and soft). Development of phonemic differentiation of sounds [in-f]: In an isolated position; In syllables and words; In phrases and offers; In the texts.
Evaluation stage
Assessment of the dynamics of development of students.	Revealing the effectiveness of corrective work and highlighting a set of tasks that are planned to be worked on in the next quarter.

Calendar-thematic planning of correctional work with a group of students with mixed forms of dysgraphia for the third quarter of the 2014-2015 academic year

Lesson topic	correctional work	Qty. hours	the date	Note
Correctional work
Differentiating sounds [yr]. Differentiating sounds [d-t]. Differentiating sounds [from-z].	Clarification, comparison of articulation of sounds [g-k] (hard and soft). Development of phonemic differentiation of sounds [g-k]: In an isolated position; In syllables and words; In phrases and offers; In the texts. Clarification, comparison of articulation of sounds [d-t] (hard and soft). Development of phonemic differentiation of sounds [d-t]: In an isolated position; In syllables and words; In phrases and offers; In the texts. Clarification, comparison of the articulation of sounds [from-z]. Development of phonemic differentiation of sounds [s-z]: In an isolated position; In syllables and words; In phrases and sentences; In the texts.
Differentiating sounds [wsh]. Differentiation of vowel sounds [oh-y]. The designation of soft consonants in writing by the letters "e-y". Differentiating sounds [ssh]. Differentiating sounds [h-f]. Differentiating sounds [c-c]. Differentiating sounds [hsh]. Differentiating sounds [h-n]. Differentiating sounds [ch-ch]. Differentiating sounds [ch-t '], [ch-t].	Clarification, comparison of the articulation of sounds [wsh]. Development of phonemic differentiation of sounds [w-w]: In an isolated position; In syllables and words; In phrases and sentences; In the texts. Development of phonemic differentiation of sounds [oh-y]: In an isolated position; In syllables and words; In phrases and sentences; In the texts. Formation of the skill of using letters "yo-yu" in writing after soft consonants. Clarification, comparison of the articulation of sounds [ssh]. Development of phonemic differentiation of sounds [ssh]: In an isolated position; In syllables and words; In phrases and offers; In the texts. Clarification, comparison of the articulation of sounds [h-f]. Development of phonemic differentiation of sounds [h-f]: In an isolated position; In syllables and words; In phrases and offers; In the texts. Clarification, comparison of the articulation of sounds [s-ts]. Development of phonemic differentiation of sounds [s-c]: In an isolated position; In syllables and words; In phrases and offers; In the texts. Clarification, comparison of the articulation of sounds [hsh]. Development of phonemic differentiation of sounds [h-w]: In an isolated position; In syllables and words; In phrases and sentences; In the texts. Clarification, comparison of the articulation of sounds [h-w]. Development of phonemic differentiation of sounds [h-w]: In an isolated position; In syllables and words; In phrases and sentences; In the texts. Clarification, comparison of the articulation of sounds [ch-ch]. Development of phonemic differentiation of sounds [ch-c]: In an isolated position; In syllables and words; In phrases and sentences; In the texts. Clarification, comparison of the articulation of sounds [ch-t '], [ch-t]. Development of phonemic differentiation of sounds [ch-t '], [ch-t]. In an isolated position; In syllables and words; In phrases and sentences; In the texts.
Evaluation stage
Assessment of the dynamics of development of students.	Revealing the effectiveness of corrective work and highlighting a set of tasks that are planned to be worked on in the next quarter.

Calendar-thematic planning of correctional work with a group of students with mixed forms of dysgraphia for the fourth quarter of the 2014-2015 academic year

	Lesson topic	correctional work	Qty. hours	the date	Note
	Correctional work
	Differentiation of letters with optical and kinetic similarities.	Development of visual differentiation of letters with optical and kinetic similarities.			Work is carried out as needed
	c-e o-s y-d-z l-i m-sh v-d oh B-d And U-CH p-t, P-T L-m, L-M x-f h-b Mr Yu-N and-sh l-i N-K Hell
	Vocabulary activation. Development of the lexical structure of speech. Development of word formation processes. The development of inflection processes. Development of skills of a coherent statement.	Clarification of the meanings of the words available to students. Continuing the enrichment of vocabulary by accumulating new words related to different parts of speech: - words calling objects, natural phenomena (noun), (3-4 cl.); - words denoting the action of an object (verb); - words denoting the signs of an object (adjective) (3-4 cl.); - words-antonyms; - words-synonyms; - homonymous words. Skill development: - form nouns using various groups of suffixes; - prefix word formation; - form quality adjectives. Skill development: - form the plural of the noun and the nouns of the genitive plural; - to coordinate adjectives and nouns; - to coordinate nouns and numbers. Skills formation: - programming the meaning and semantic structure of the statement; - establishment of logic, coherence, sequence of presentation. Selection of linguistic means adequate to the semantic concept for constructing an utterance for one or another communication purpose (transferring the content of a text, a plot picture, reasoning, proof).	4-5 3-4 4-5 3-4
2.	Evaluation stage
	Assessment of the dynamics of development of students.	Revealing the effectiveness of corrective work and highlighting a set of tasks that are planned to be worked on in the next academic year.	1

Total hours: 66 -72

Bibliography

Approximate basic educational program of an educational institution. Primary School. M., 2011.
Correctional and developmental training. Primary School. Program and methodological materials. M., 2000.
Volkova L.S., Lalaeva R.I., Mastyukova E.M. and others. Speech therapy. / Ed. Volkova L.S. –M., 1995.
Gorodilova V.I., Kudryavtseva M.Z. A collection of exercises for correcting deficiencies in writing and reading. S-P., 2009.
Efimenkova L. N. Correction of oral and written speech of primary school students. - M., 1991
Correction of violations of written speech. Ed. N.N. Yakovleva. S-P., 2009.
Kornev A.N. Reading and writing disorders in children. S-P., 2003.
Lalaeva R.I., Venediktova L.V. Reading and writing disorders in younger students. Diagnostics and correction. S-P., 2004.
Levina R.E. General characteristics of speech underdevelopment in children and its influence on the mastery of writing / Writing disorders in children with speech underdevelopment. M., 1961.
Mazanova E.V. Correction of acoustic dysgraphia. Summaries of classes for speech therapists.
Mazanova E.V. Learning not to confuse sounds. Albums 1-2. Exercises for the correction of acoustic dysgraphia in younger schoolchildren / E.V. Mazanova - 2nd ed., Revised - M .: publishing house "GNOM and D", 2008. *
Mazanova E.V.I am learning not to confuse letters. Albums 1-2. Exercises for the prevention and correction of optical dysgraphia / E.V. Mazanov. - M .: Publishing house "GNOM and D", 2008.
Mazanova E.V.I am learning to work with text. Album of exercises for the correction of dysgraphia due to the violation of language analysis and synthesis / E.V. Mazanov. - 2nd ed., Rev. - M .: Publishing house "GNOM and D", 2009. *
Mazanova E.V. Correction of dysgraphia due to the violation of language analysis and synthesis. Lecture notes for speech therapists / E.V. Mazanov. - 2nd ed., Rev. - M .: Publishing house GNOM and D, 2009. *
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Mazanova E.V. Correction of agrammatic dysgraphia. Lecture notes for a speech therapist / E.V. Mazanov. - 2nd ed., Rev. - M .: Publishing house GNOM and D, 2010. *
Paramonova L.G. Prevention and elimination of dysgraphia in children. S-P., 2001.
I. V. Prishchepova Dysorphography of junior schoolchildren. S-P., 2009.
I. V. Prishchepova Speech development of junior schoolchildren. S-P., 2009.
Rusetskaya M.N. Reading disorders in younger students. S-P., 2009.
Sadovnikova I.N. Written language disorders and their overcoming in younger schoolchildren. M., 1995.
Fotekova T.A. Test methodology for the diagnosis of oral speech in primary schoolchildren. M., 2000.
Chirkina G.V., Filicheva T.B., Yastrebova A.V., Bessonova T.P. The basics of speech therapy work with children. M., 2003.
Yastrebova A.V., Bessonova T.P. We teach to read and write without mistakes. M., 2007.

Municipal state educational institution

"Linevskaya special (correctional) boarding school of the VIII type"

Iskitimsky district of the Novosibirsk region

Working programm

"Correction of mixed dysgraphia with a predominance of dysgraphia due to impaired language analysis and synthesis in primary schoolchildren with mental retardation"

Teacher speech therapist

Shishova L.G.

annotation

The proposed program is correctional and developmental for junior schoolchildren with mental retardation.

The program is aimed at correcting dysgraphia, a mixed type with a predominance of dysgraphia on the basis of impaired language analysis and synthesis, as well as the intellectual development of the development of mental activity: memory, perception, attention.

In compiling this program, I rely on the theory of AR Luria "On the psychophysiological basis of writing", on the classification of dysgraphia proposed by the staff of the Department of Speech Therapy, Leningrad State Pedagogical Institute. A.I. Herzen in 1989, the works of authors studying writing disorders and their correction (T. V. Akhutina, A. N. Kornev, L. S. Tsvetkova, R. I. Lalaeva, L. G. Paramonova). Methodological aids, developments and scientific research of scientists: V.A. Kovshikov, G.M. Sumchenko, Yu.G. Demyanov, SB. Yakovlev, L.S. Volkova.

Explanatory note

General characteristics of the program

According to M. Ye. Khvatsev, D. I. Orlova, V. V. Voronkova, writing disorders in children with intellectual disabilities are noted much more often than in children with normal intelligence. This is due to the underdevelopment of cognitive activity, impaired oral speech, unformed language generalizations, impaired activity of the speech-auditory, speech-motor and visual analyzers, and the peculiarities of the organization of mental activity.

Writing is a mental process that includes both verbal and non-verbal forms of mental activity in its structure - attention, visual, acoustic and spatial perception, fine motor skills of hands, object actions, etc. Therefore, its disorder is systemic in nature, i.e. writing is violated as an integral system, an integral mental process. Violation of writing (dysgraphia) is quite common among students of both correctional and mass schools, and this prevents the full assimilation of school knowledge. In the written works of students, most often, there are specific errors that are not associated with the assimilation of grammatical rules. Diagnostics of the written language of primary school students shows that errors encountered in written works can hardly be attributed to any type of dysgraphia (according to the classification of R.I. Lalaeva), most often there are mixed types of dysgraphia. Analysis of various types of errors: omissions and rearrangements of letters and syllables, the division of the text into sentences (there are no dots and capital letters) and sentences into words. Possible continuous spellings of words, separate spelling of parts of a word. All of these errors made it possible to qualify them as errors related to dysgraphia based on a violation of language analysis and synthesis. This type of dysgraphia is based on the lack of formation of the skill of analysis and synthesis, which is one of the forms of intellectual activity. Mastering this skill depends both on the level of language maturity and on the state of the prerequisites for intelligence and intellectual abilities. Therefore, it is extremely important and relevant is the development of language analysis and synthesis, the formation of syllabic and phonemic analysis in children with intellectual underdevelopment.

Purpose of the program: writing correction , through the development of skills in language analysis and synthesis.

Objectives of the program:

Form, develop and improve the skill of analyzing the structure of a sentence;

Form, develop and improve the skill of syllabic analysis and synthesis;

Form, develop and improve the skill of phonemic analysis and synthesis;

Develop spelling writing skills.

2. Methodological and theoretical foundations of the program

Like any program, the program of speech therapy classes on "Correction of mixed dysgraphia with a predominance of dysgraphia due to impaired language analysis and synthesis in primary schoolchildren" has methodological and theoretical foundations. One of such grounds is principles determining the construction, implementation of the program and the organization of work on it (R.I. Lalaeva, L.V. Benediktova, 2004):

The principle of an individually differentiated approach

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

Pathogenetic principle

It involves taking into account the mechanisms of violation of the letter. When correcting dysgraphia on the basis of a violation of language analysis and synthesis, the skill of analyzing sentences into words, syllabic and phonemic analysis and synthesis, etc. is formed.

The principle of taking into account the symptoms and severity of writing disorders.

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

The principle of taking into account the psychological structure of the writing process and the nature of the violation of speech activity.

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

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

The principle of the phased formation of mental actions.

In psychological research (A.N. Leontyev, 1983; P.Ya. Galperin, 1977; D.B. Elkonin, 1974), it is noted that the formation of mental actions is a complex and lengthy process that begins with expanded external operations, and then shrinks , curtailed, automated, gradually transferred to the mental plane.

The principle of gradual complication of tasks and speech material, taking into account the "zone of proximal development"(L.S.Vygotsky, 1956).

The gradual complication of tasks and speech material in correctional work is carried out taking into account the psychological characteristics of children. New, more complex tasks are initially given on simple speech material. And only when this or that mental action is formed, automated, it is possible to proceed to its implementation on more complex speech material.

The principle of consistency.

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

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

The program of correctional and developmental work is drawn up in accordance with the results of diagnostics, taking into account the severity of the disorder, age, individual psychological characteristics.

Program addressee: the program is designed for students in grades 3-4 with mild mental retardation who have mixed dysgraphia, which is based on the lack of formation of various forms of language analysis and synthesis.

Conditions for the implementation of the program:

Classes are held with a group of children in a specially equipped room.

Organization of work on the program

Speech therapy classes are conducted with a group of students. The number of groups for speech therapy classes is 4-6 students. The main form is group lessons. Classes are given 20-30 minutes. Classes with each group are held 2 - 3 times a week. The choice of the number of hours according to the program depends on the level of difficulty of speech impairment and may vary depending on the speech defect, the degree of assimilation of the material and the individual characteristics of children. In parallel with the correctional speech therapy topic, work is being carried out to develop the cognitive sphere. Conditions are created for the correction and development of the cognitive activity of students (general intellectual skills, learning skills, auditory and visual perception, memory, attention, phonemic hearing) and general coordination of movements, fine motor skills.

The correction course is designed for about 60-90 hours throughout the school year.

The key point in the program is the formation of skills in the analysis and synthesis of speech units.

The formation of the skills of language analysis and synthesis is carried out at the following levels: 1) at the sentence level; 2) at the word level; 3) at the level of a syllable; 4) at the level of phonemic analysis and synthesis.

This type of work includes the following topics: "Sentence", "Word", "Syllabic analysis and synthesis", "Stress", "Sounds and letters" (vowels and consonants), "Differentiation of sounds and letters", "Hard and soft consonants "," The first way to indicate the softness of consonants in writing: by means of second row vowels "," Unpaired hard and soft consonants "," The second way to indicate the softness of consonants in writing (by means of the letter "ь").

The program includes sections:

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

In the formation of the skill of analysis and synthesis at the sentence level, the methodological materials proposed by L. N. Efimenkova, A. V. Yastrebova, T. P. Bessonova were used. The content of the work included the formation of the ability to determine the boundaries of sentences, the number of words in sentences, their sequence and place in a sentence.

The proposal began with a simple, uncommon proposal. Children learned to feel the syntactic basis of the sentence (subject and predicate). In order to form an abstract-visual idea of the word as a unit of a sentence in children, graphic schemes of sentences were widely used in the classroom.

Further work was aimed at the distribution and grammatical design of the sentence. The dissemination of the sentence included the sequential introduction of the object expressed by the noun in the form of the accusative, genitive, dative, instrumental singular and plural without a preposition. Then the sentence was introduced with the definition of the subject and the addition and, finally, the circumstance of the place.

A special place is occupied by work on the use of prepositions, since in the written works of children they found their continuous spelling with the subsequent word. Additionally, an album of exercises for the correction of agrammatic dysgraphia, developed by E.V. Mazanova, with tasks aimed at using and writing prepositions, as well as differentiating prepositions and prefixes.

Development of syllabic analysis and synthesis.

Development of skills in syllabic analysis and synthesis; determination of the stressed vowel in pronunciation and in the process of writing words; definition of an unstressed vowel in the root that requires verification; checking an unstressed vowel with stress (by selecting test words).

Clarification of the meanings of words that children have and further enrichment of vocabulary by accumulating new words related to different parts of speech. The development of the ability to actively use various methods of word formation.

Formation of full-fledged phonetic representations (based on the development of phonemic perception) and improvement of sound generalizations in the process of exercises in sound analysis and synthesis.

Sound scheme compilation;

To develop sound-letter analysis of words of various sound-syllable structures.

The system of correctional and developmental work was built taking into account speech ontogenesis, individual and age characteristics, consistency and consistency in the presentation of the material.

The structure of the lesson includes:

Exercises for the development of articulatory motor skills;

Exercises for the development of general coordination of movements and fine motor skills of the fingers;

Breathing exercises;

Pronunciation correction, automation and differentiation of sounds;

Formation of phonemic processes;

Working with words, sound-syllabic analysis of words;

Work on the proposal;

Enrichment and activation of vocabulary;

Exercises for the development of cognitive processes.

Each lesson solves both correctional and developmental and upbringing and educational tasks. They are determined taking into account the specifics of various types of activity, age and individual-typological characteristics of children with CHD. In the process of correctional work, the basis is created for the successful assimilation and correct application of grammar rules by students. For this purpose, a variety of exercises (oral and written) are used. Entertaining speech material helps relieve stress and fear of writing in children with dysgraphia.

When implementing this program, the following methods are used:

Practical

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

A) Imitative - performing.

B) Construction.

C) Creative exercises.

2. Play method - the use of various components of play activities.

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

Visual methods

Observation.

Examination of drawings, paintings.

Showing a sample task, method of action.

Verbal methods

Preliminary, final and summarizing conversations.

Methods for evaluating the effectiveness of the program. The following verification works are provided:

Auditory dictations

Cheating

Test tasks

Estimated results:

3rd year of study:

compose sentences, highlight sentences from speech and text, restore the broken word order in a sentence;

analyze words by sound composition;

distinguish between vowels and consonants, similar consonants, stressed and unstressed vowels;

determine the number of syllables in a word by the number of vowels, divide words into syllables, transfer parts of a word when writing;

Knowledge of the meanings of prepositions;

Ability to use preposition schemes;

The skill of using prepositions correctly in oral speech;

Copy text in whole words;

Write dictation text (20-25 words), including the studied spelling;

Know the alphabet.

4th year of study :

Analyze words by sound composition (select and differentiate sounds, establish the sequence of sounds in a word);

Make and distribute sentences, establish links between words on questions; put punctuation marks at the end of a sentence;

Be able to distinguish between prepositions and prefixes in written speech;

To be able to select test words in order to correctly spell words with an unstressed vowel;

Copy handwritten and printed text with whole words and phrases;

Write sentences and texts under dictation (30-35 words);

Know the alphabet

Evaluation of results

In the course of correctional work, control classes are held, in which the results and dynamics of the correctional process are assessed. For these purposes, dictations, control cheating, the performance of grammatical tasks by children, test tasks aimed at identifying the level of formation of skills in the development of language analysis and synthesis are used.

When mastering the program, it is possible to accompany the child in order to consolidate the acquired skills.

If you do not master the program, there may be a transition to another form of work (for example, individual), to lighter material, or repeated passing of some topics of the correctional course.

Subject to the successful implementation of this program, there is a positive trend in the development of written language.

Approximate calendar-thematic planning

group lessons for students of 3-4 grades

for the correction of a mixed form of dysgraphia with a predominance of dysgraphia due to a violation of language analysis and synthesis

	Literature, teaching material	Number of hours
	Literature, teaching material
Development of analysis and synthesis of sentence structure. Isolation of sentences from the stream of speech. Determination of the boundaries of sentences in the merged text. Analysis of sentences for words. Dividing sentences into separate words and determining their number. Coming up with proposals for given graphic schemes. Analysis of sentences for words. Drawing up graphic schemes of proposals. Determining the place of a given word in a sentence. Prepositions (emphasizing prepositions). Analysis of sentences with prepositions for words. Prefixes (highlighting prefixes). Differentiation of prepositions and prefixes. Composing sentences from these words. Consolidation and testing of knowledge on the topics: "Text", "Analysis and synthesis of sentences".	LESSON 31 Development of skills in language analysis and synthesis. E.V. Mazanova "Correction of Agrammatic Dysgraphia" LESSON 10 Acquaintance with prepositions LESSON 11 Prepositions IN ON LESSON 12 Prepositions B - HA LESSON 13 Prepositions ON– OVER LESSON 14 Prepositions К - OT LESSON 15 Prepositions IN - FROM LESSON 16 Prepositions FROM - FROM LESSON 18 Prepositions В-У
Development of syllabic analysis and synthesis. Speech sounds and letters. Vowel sounds. Consonant sounds. Syllables. Syllabic analysis of words. Dividing words into syllables using syllable schemes. Selection of several words for a given graphic scheme. Composing words from data syllables in a breakdown. Coming up with several words with the first (last, middle) syllable. Working with syllabic-rhythmic schemes of words. Syllabic analysis of words. Syllabic analysis and synthesis of words. Analysis and synthesis of words obtained by rearranging syllables. Stressed syllable. Stress. Stressed vowel. The meaningful and form-discriminating role of stress in oral speech. Consolidation and testing of knowledge on the topics: "Syllabic structure of the word." "Stress".	E.V. Mazanova "Correction of Agrammatic Dysgraphia" LESSON 4 Word formation. Formation of words using prefixes LESSON 5 Formation of words using prefixes
Development of phonemic analysis and synthesis. Vowel sounds and letters. 1st row vowels. 2nd row vowels. Differentiation of vowels of the 1st and 2nd row. The first way to indicate the softness of consonants in writing: by means of second row vowels. Hard and soft consonants. Unpaired hard and soft consonants. The second way to indicate the softness of consonants in writing (by means of the letter "ь"). A) simple forms of phonemic analysis: Analysis of a sound series consisting of two or more vowels; Selecting a vowel from the beginning, middle, end of a word; Backward and forward syllable analysis; Isolation of a consonant sound at the beginning, at the end, in the middle of a word; Determination of the place of sound in a word (beginning, middle, end). Sound-letter analysis and synthesis Determination of the number of sounds in a word. Determination of the sequence of sounds in a word. Determination of the place of sound in a word. Coming up with a word consisting of four (three, five, etc.) sounds. Composing words from sounds given in disorder. Composing a new word from a given word by adding the first sound to it. Composing words from the sounds of a given series. B) complex forms of phonemic analysis: Determination of the number of sounds in a word; Determination of the sequence of sounds in a word; Development of the ability to compose words from sounds; Sound scheme compilation; Development of the ability to select words for sound schemes; Develop sound-letter analysis of words different sound-syllable structure. Consolidation and testing of knowledge on the topics: "Simple and complex forms of phonemic analysis." "Sound-alphabetic analysis of words." Consolidation and testing of knowledge on topics: "Linguistic and syllabic analysis and synthesis	E.V. Mazanova "Correction of dysgraphia due to the violation of language analysis and synthesis" LESSON 29 LESSON 30 Differentiating prepositions and prefixes
Pinning and checking knowledge on all topics of correctional classes of this course.	Auditory dictations, tests, statements.

Methodological support.

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Gribova O.E. Technology of organizing speech therapy examination: Methodological guide. - M .: Iris-press, 2005.

Efimenkova L.N. Correction of oral and written speech of primary school students. - M .: Education. 2004.

Kozyreva L.M. Program and methodological materials for speech therapy classes with younger students - Yaroslavl, Academy of Development, 2006.

Lalaeva R.I. Speech therapy work in correctional classes. - M., 1999.

Lalaeva R.I. Reading disorders and ways to correct them in younger students. - SPb., 1998.

Lalaeva R.I. speech impairment and their correction in children with mental retardation.- M .: publishing center VLADOS, 2004.

Mazanova E.V. Correction of dysgraphia due to the violation of language analysis and synthesis. - methodical manual M .: GNOM and D Publishing House, 2007.

Mazanova E.V. Forms and methods of speech therapy work to correct dysgraphia // Development and correction. -2004.

Mazanova E.V. Dysgraphia due to impaired language analysis and synthesis: A set of notebooks for corrective speech therapy work with children with speech disorders. Notebook No. 1, No. 2, No. 3. - M.; LLC "AQUARIUM BOOK", 2004.

Sadovnikova I.N. Written speech disorders and their overcoming in younger schoolchildren: A book for speech therapists. -M., 1995.

Fotekova T.A., Akhutina T.V. Diagnosis of speech disorders in schoolchildren using neuropsychological methods. - M. Ayris-Press. - 2007 .-- 176 p.

Tkachenko T.A. Sound analysis and synthesis: skills formation // Speech therapy notebook / M .: Knigolyub. - 2008 .-- 56 p.