Scheme for the prevention of reading and writing disorders. Prevention of writing and reading disorders in children. Types of tasks for the prevention of reading and writing. Proper teaching of reading skills

1. reading and writing in preschoolers.

The writing process is normally carried out on the basis of a sufficient level of formation of certain speech and non-speech functions: auditory differentiation of sounds, their correct pronunciation, sound analysis and synthesis, the formation of the lexical and grammatical side of speech, visual analysis and synthesis, spatial representations, successive functions (sequence functions) . Lack of any one or more of these functions can cause a violation of the process of mastering writing (dysgraphia) or reading (dyslexia), or both.

Dysgraphia and dyslexia -is one of the manifestations of a systemic disorder affecting, in some cases,speech developmentchild, in others – the formation of a number of importantnon-speech processes and functionsduring the ontogenetic development of the child, or including a combination of those and other factors.

Dysgraphia manifests itself in persistent and repetitive errors in the process of writing, which can be grouped as follows: distortions, permutations, omissions and replacements of letters, syllables; continuous spelling of words, prepositions with words; agrammatisms in writing.

Dyslexia manifests itself in substitutions, permutations, omissions, distortions and substitutions of letters and syllables when reading; repetition of letters, syllables and words when reading; inserting extra letters and syllables into a word, words into a sentence; agrammatisms, misunderstanding of the meaning of what is read.

Prevention of violations writing consists a) in the elimination of the main etiological (causal) factors leading to violations of written speech; b) in the early detection of predisposition to these disorders and the implementation of a set of preventive measures.

A) to eliminatemain etiological factorsleading to violations of written speech, the following measures can be recommended:

1. Measures to prevent the pathology of the fetus and newborn: protecting the health of expectant mothers and pregnant women, preventing pregnancy complications, preventing birth injuries, infection of the fetus and newborn, etc.
2. Measures to reduce somatic and infectious morbidity in children in the first years of life.
3. Early diagnosis and timely treatment of perinatal cerebral pathology (during pregnancy, childbirth, the first month after childbirth).
4. Early diagnosis and correction of speech development disorders in children.

For example, the late appearance of the first words (after 1 year 3 months) or phrases (after

2 years) is a sufficient reason for the intervention of a speech therapist. Violation of sound pronunciation, phonemic perception (the ability to distinguish a given sound from a number of other sounds, from a syllable, word, phrase by ear), phonemic analysis and synthesis (the ability to determine the place of a given sound in a word, determine the sequence of sounds in a word, their number, compose from data sounds, a word, etc.) is an unconditional indication for a course of speech therapy correction.

1. Early diagnosis and correction of severe immaturity of the visual abilities of the child.

1. In the presence of bilingualism (bilingualism in the family), the child needs to choose adequate methods of teaching literacy. Children who change their language of instruction are at risk for dyslexia and dysgraphia and should receive individual assistance in learning a second language.
2. Working with disadvantaged families and families of children who do not attend kindergarten: organizing "schools" for parents with teaching techniques to prepare a child for school, develop his spatio-temporal orientation and necessary speech skills.

B) Early detection of predisposition to reading and writing disorders and implementation of a set of preventive measures:

1. Timely identification of risk groups (children with late and impaired development oral speech, with mental retardation, with severe immaturity of visual abilities, etc. (see paragraph A)). These children must be identified before they start school.

With children who have an increased risk of reading and writing disorders, corrective and preventive work is carried out.

1. The development of auditory attention.
2. Correction of phonetic and phonemic disorders (violations of sound pronunciation, phonemic perception, phonemic representations, phonemic analysis and synthesis (the ability to distinguish a given sound from a number of other sounds, from a syllable, word, phrase by ear; the ability to pick up a word for a given sound; the ability to determine the place of a given sound in a word, determine the sequence of sounds in a word, their number, make a word out of these sounds, etc.).
3. Formation of the functional basis of reading and writing:

1. development of speech skills and functions necessary for literacy (see. point B: No. 2 and 3);
2. development of visual-spatial perception and visual-figurative thinking;
3. the formation of visual - graphic abilities;
4. development of successive abilities (sequence functions);
5. development of abilities to concentrate, distribute and switch attention.

1. Children from the risk group need to individualize the pace and methods of teaching writing.

1. Development of speech skills and functions,
2. required for literacy:

1. Formation of the correct sound pronunciation;
2. Development of grammar skills:

1. inflection (changing different parts of speech by numbers, cases, etc., matching words with each other);
2. word formation(formation of words with the help of prefixes and suffixes: diminutive names (* table - table), names of baby animals, formation of relative and possessive adjectives (* table made of wood - wooden, fox tail - fox), superlative formation (* beautiful - the most beautiful, the most beautiful, the most beautiful), etc.);

1. The development of coherent speech - dialogic and monologue

Compilation of stories - descriptions, narrative stories (based on a plot picture, a series of 2, 3, etc. pictures), retelling of texts.

1. Stimulation of awareness of the sound side of the word

With the help of game didactic exercises, the child is brought to the realization of the fact that the speech stream can be divided not only into semantic fragments, but also into separate sound complexes: words, syllables and sounds.

Games can be used: “Who will come up with the end of the phrase, word?” (see Fomicheva M.F.), “What word (sound) was lost?” (see Maksakova A.I., Tumakova G.A.). Matching pictures to paronymic words (“house-tom”, “crab-lacquer”, etc.), children learn the semantic role of individual sounds.

1. Stimulation of auditory attention

1. For this, games and exercises of the type can be used: “Guess who is shouting?”, “Guess what I play?”, Guess what they are doing? (see Fomicheva M.F.), etc. Also, children are taught to understand the semantic meaning of intonation.

6. Development of phonemic perception and phonemic representations

Children are taught to distinguish sounds close in sound and in pronunciation (in isolation and against the background of the word). Work is carried out with words given in different grammatical forms. For example, a child is asked to show in pictures: where the table is drawn, and where are the tables; where the girl draws with a pencil, and where the girl draws with a pencil, etc. You can use the following exercises: “Select pictures that have a sound in the name With ”, “Come up with a word that has a sound C "and others. (See the Phonemic Hearing consultation.)

7. Formation of operations of phonemic analysis and synthesis

This is the formation of the ability to determine the place of a given sound in a word, determine the sequence of sounds (syllables) in a word, their number, compose a word from these sounds (syllables), etc.).

The following exercises are used:

1. slamming the syllabic structure of the word;
2. arrange pictures in piles: pictures with 1 syllable, 2 syllables, 3 syllables in the name;
3. "Come up with a word in which the sound With - first (second, third, last)
4. "Compose from sounds s, k, o word "

(See the Phonemic Hearing consultation for more details.)

1. Development of visual-spatial perception

and visual-figurative thinking

Areas of workand example assignments:

1. Familiarization with the basic geometric shapes, sizes (circle, square, triangle, oval, rhombus, hexagon; wide - narrow, long - short, etc.);

2. Familiarization with spatial relationships and concepts denoting them (above - below, in front - behind, right - left, etc.);

Sample Exercises:

"Guess what's up?"- one of the children describes the conceived object, the other must guess what kind of object it is.

“Guess what the artist painted?”- a similar game. An adult describes the drawing to the children as follows: “The artist has drawn a large square. Inside it is a smaller square, which is divided by two lines crosswise into four parts. I added a triangle to the large square on top with the tip pointing up. What is it?" (House).

Useful games for remembering combinations of various geometric shapes,offered visually.(An approximate combination of geometric shapes: a square is depicted in the center, one oval to the left and right of it, one triangle each above and below it).

1. Development of skills of mental movement and transformation of visual images:

For this, exercises such as folding pictures cut into several parts, drawing tasks (* “Draw a semi-oval to some kind of object”) can be used.

4. Formation of skills of a schematic representation of spatial relationships:

Children are taught in a playful way, relying on the "map-path", to navigate in the maze. The game “Where did the doll hide?” serves the same purpose, in which the child looks for a hidden doll in a toy room using the plan of this room, where this place is indicated. Such exercises subsequently facilitate the assimilation of schemes of phonemic, morphological and grammatical analysis.

Formation of visual - graphic abilities

1. Hatching along the contour, stroke, sketching of geometric shapes;
2. Finishing unfinished drawings (unfinished circle, triangle, beetle);
3. Drawing from life with the goal of depicting as many details as possible;
4. Drawing drawings with missing details (finished images are given, but with missing details);
5. Reproduction of figures and combinations of several figures from memory;
6. Writing letters and words according to patterns. A template for a handwritten font is made, and according to it, the child develops skillful movements for depicting letters.

1. Development of Successive Functions

(sequence functions)

The following example games and exercises are used:

1. Copy a row consisting of circles of different colors arranged in a certain sequence;
2. “Collect beads” (string, color), differing in color or shape: according to the sample (3 - 6 elements), from memory (2 - 6 elements);
3. "What changed?" (from memory to detect a change in the sequence) - 3-6 elements;
4. Tapping rhythms by ear or according to a graphic scheme;
5. Restore the order of phrases in the story;
6. Restore word order in a phrase;
7. Restore the order of sounds in a word.

Development of attention

(concentrations, distributions and switching)

In the work on the development of attention, it is necessary to provide exercises aimed at the formation of both visual and auditory attention. The main emphasis should be placed on the formation of arbitrary regulation of attention.

1. Long sorting and stringing of beads;
2. Tracking the line with a glance from its beginning to the end, when it intertwines with other lines (* "Who is talking to whom on the phone?");
3. "Synchronous account". Count the number of images of 2 types (*butterflies and balls or circles and sticks), not paying attention to other objects depicted in the same picture;
4. Reading the alphabet, which is interspersed with counting: a, 1, b, 2, c, 3, etc.;
5. Find and name letters (which are randomly given) in alphabetical order.

Yarosh Tatyana Alexandrovna

One of necessary conditions prevention of writing and reading disorders is the early recognition of warning signs of speech underdevelopment. The key point in determining possible difficulties in writing and reading is the study of the phonetic and phonemic development of children.

Mastering the phonetic structure of the language ends in different children at different times: there are children who speak quite correctly by the age of 3, while others have certain shortcomings even at the age of 6-7 years. These discrepancies depend on a number of reasons. An important role is played by the environment of the child: speech develops better in those children who constantly hear the correct speech, with whom they talk a lot. Of great importance for the assimilation of phonetics is the mental activity of the child, his physical condition, normal hearing, structure and mobility of the articulatory apparatus. Constantly caring about the culture of speech in general and conducting special exercises, it is possible to ensure that all children entering school fully master the phonemic system of their native language.

Timely identification of children with phonemic underdevelopment and conducting speech therapy classes with them in preschool age(from 4-5 years old) helps to prevent the failure of many students. The study of pronunciation deficiencies in children of older preschool age with phonemic underdevelopment shows that the sequence of the formation of sounds in them basically does not differ from that observed during normal development.

A sign of phonemic underdevelopment in children is the incompleteness of the formation of sounds that differ in subtle articulation (pronunciation) or acoustic (auditory) signs. These include whistling (s, s, c) and hissing (w, w, h, u) sounds, as well as sonorant (r, l), voiced and deaf, hard and soft consonants.

The following features of pronunciation of sounds are characteristic of phonemic underdevelopment:

Undifferentiated pronunciation of pairs or groups of sounds. In these cases, the same sound can serve as a substitute for 2-3 other sounds for the child. For example, the soft sound ` is pronounced instead of the sounds s, h, w (bag - "tyumka", cup - "tyashka", hat - "chopper")

Replacing one sound with another. Usually difficult sounds are replaced by easier ones. For example, instead of the sound p, the sound l is used, instead of the sound sh, the child says f. In some children, a whole group of whistling and hissing sounds can be replaced by sounds t, d.

Mixing sounds. This is the unstable use of a number of sounds in various words. The child can use sounds correctly in some words. and in others, to replace them. So, a child, knowing how to pronounce the sounds r, l in isolation, confuses them in speech utterances, replacing one with another.

The similar nature of violations of the sound side of speech should alert adults, because. he speaks of the underdevelopment of phonemic hearing (the ability to distinguish speech sounds). There is a system of techniques that help in such cases to determine the degree of unformed phonemic hearing. These are tasks like:

Play for an adult 3-4 syllable combinations of easy-to-pronounce sounds like: pa-po-poo, pa-ba-pa

Clap your hands on a given sound, for example, on the sound s among the sounds t, c, h, z, s, sh, etc.

Select a syllable with a specific sound. For example, the syllable sa among the syllables for, sha, sa, cha, schA, zha.

Raise your hand if the word contains a given sound. For example, a word with a sound from among the words sledge, fur coat, socks, umbrella, nose, pike.

In such tasks, the child is not required to pronounce a sound, because. it might make it difficult. It is important to find out the state of perception of speech sounds, so the child reacts with a certain action (claps his hands, raises his hand, a flag or a picture) if he hears a predetermined sound. These tasks make it possible to determine with great certainty the possibilities of perceiving sounds that are defective in pronunciation.

It is important to pay attention to the state of perception of those sounds that the child pronounces quite correctly. There are frequent cases when the perception of the so-called "perception" is disturbed or does not develop to the proper degree. "preserved" sounds, i.e. pronounced correctly. In children in this group, with outwardly favorable pronunciation, there are significant difficulties in the perception of sounds. It is these children who, often unexpectedly for those around them, become underachieving in reading and writing.

The underdevelopment of phonemic hearing negatively affects the formation of children's readiness for the sound analysis of words. So, children find it difficult in such cases:

a) in highlighting the first sound in a word (they call either the first syllable or the whole word). For example, in the word "beetle" they call the first sound "zhu".

b) in the selection of pictures that include a given sound. For example, pictures are selected for the sound sh: hat, dog, pike, bump, bag

c) in independent inventing and naming words with a given sound.

Timely identification of children with phonetic and phonemic underdevelopment, conducting specially organized training (from 4-5 years old) allows not only correcting a speech defect, but also fully preparing them for schooling.

The most severe types of reading and writing disorders are observed in children with general underdevelopment of speech. These children, in addition to phonetic and phonemic underdevelopment, have a limited vocabulary and incorrectly grammatically formulate a phrase (incorrect word endings, omission of prepositions, incorrect word order in a sentence). Such children are already early age lagging behind in speech development. They begin to speak late (after 2-3 years), their speech is incomprehensible to others. Not later than 3 years, they should be examined in detail by a speech therapist. Parents receive detailed advice on overcoming the lag in speech development. If necessary, children with general underdevelopment of speech from the age of 4 are sent to study in a speech therapy kindergarten. And when they enter school, they definitely continue to study at the school speech therapy center, because the poverty of the vocabulary, the inability to express their thoughts lead to the fact that students at later stages are not able to write presentations and essays.

Some teachers consider dysgraphic and dyslexic errors to be ridiculous, caused by personal qualities students: inability to listen to the teacher's explanation, inattention when writing, careless attitude to work. In fact, such errors are based on more serious reasons: the unformedness of the phonetic-phonemic and lexical-grammatical aspects of speech already discussed above.

The concept of readiness to master reading and writing is not limited to the development of all aspects of the child's oral speech, but also includes the maturation of some non-speech functions (in particular, visual-spatial representations). The starting point in the work on the development of spatial orientations is the children's awareness of the scheme of their own body (right - left arm, leg, eye, ear). Next, the child needs to develop orientation in the picture (what is at the top - below, right - left). Then actions with objects are connected (put the cube under the table, on the table, hold it above the table; put the cube to the right - to the left of the ball, etc.) The child must distinguish between geometric shapes, distinguish any objects by color, as well as by sign (large - small, thick - thin, narrow - wide, high - low). Great help in the development of visual-spatial representations will be provided by games with mosaics, with cut pictures, puzzles. It is very useful to work with plasticine, clay, dough; coloring pictures with pencils, especially shading small details.

Such preventive work will help the child prepare for a clear visual perception and the correct spelling of letters.

PREVENTION AND CORRECTION OF WRITING AND READING DISTURBANCES

Performed:

Teacher speech therapist

Biktimirova G.F.

Yalutorovsk 2015

According to the latest research in the field of teaching the Russian language, language education and speech development of children is one of the central problems of modern educational institutions. The performance of children in the Russian language is sharply declining, and the second generation of illiterate children is already growing. This is due to various factors. But the leading factor among them is the change in the mental, somatic and speech status of children entering educational institutions.

status factor

Mild blurred vision

Mild hearing impairment insufficient level

development of cognitive activity and HMF

As a result, a large number of children with speech disorders of secondary origin. In this regard, the place and role of a speech therapist in an educational institution is changing. Increasingly, a speech therapist acts as an expert on the causes of violations of the oral and written speech of children. In speech therapy, a partial violation of the writing process, manifested in persistent, repetitive errors due to the unformed HMF involved in writing, is called dysgraphia. (R.I. Lalaeva, 1997)

In 1984 S.F. Ivanenko proposed 4 groups of writing disorders, taking into account the age of children, the stage of literacy, the severity of the disorder and the specifics of their manifestations.

Violation group

Indicators

Diagnosis time

Difficulties in mastering writing

Fuzzy knowledge of all letters of the alphabet.

Difficulties in translating sound into letters and vice versa.

Difficulties in translating a printed grapheme into a written one.

Difficulties of sound-letter analysis and synthesis.

Letter under the dictation of individual letters.

The first half of the first year of study.

Violation of the formation of the writing process

A mixture of written and printed letters.

Copying is carried out, but independent writing is in the process of formation.

Writing words without vowels.

Merging or splitting words.

Second semester of first grade or first semester of second grade.

Dysgraphia

Persistent errors of one or different types

Second semester of second grade

Dysorphography

Failure to apply in writing

spelling rules for

school curriculum

Third year of study

"Dysgraphia" - specific violation of writing processes. Children with dysgraphia are characterized by violations of visual analysis and synthesis, spatial representations, phonemic, syllabic analysis and synthesis, division of sentences into words, disorders of mental processes, emotional-volitional sphere.

It is customary to distinguish several types of dysgraphia.

Articulatory-acoustic dysgraphia;

Acoustic dysgraphia;

Agrammatic dysgraphia;

Optical dysgraphia.

"Articulatory-acoustic dysgraphia":

Represents the reflection of a mispronunciation in writing.

It manifests itself in the form of omissions, replacement and mixing of letters.

Most often manifested in students with severe mental retardation and mental retardation

"Acoustic dysgraphia":

specific view dysgraphia;

It is manifested by the replacement of letters corresponding to phonetically close sounds;

Replacement and mixing of paired voiced and deaf consonants;

Replacement and mixing of whistling and hissing;

Replacement and mixing of affricates and their components;

Replacement and mixing of vowels of the first - second row;

Omissions, substitution and mixing of the soft sign;

Replacement and mixing o - y, e - and in the percussion position;

Most common in OHPIII – IVlevel;

Less common with FFNR.

"Agrammatical dysgraphia":

Due to the lack of lexical - grammatical and syntactic generalizations;

Distortion of the morphological structure of the word;

Changing the case endings of nouns;

Violation of prepositional - case relations;

Changing the case of pronouns;

Violations of coordination and control.

"Optical dysgraphia":

Represents the replacement and mixing of optically similar letters;

(o-a, p-t, i-y, s-e, m-n, m-l, b-d, etc.);

It is caused by violations of optical-spatial gnosis and constructive thinking.

Nonspecific types of dysgraphia

On the basis of hysteria:

Hyperbolized variant of ideator dysgraphia with a predominance of excitation;

It is characterized by the following types of errors;

Omission of vowels and consonants;

A large number of spelling errors.

Ideation:

It is a consequence of a pronounced imbalance between excitation and inhibition.

It is characterized by the absence of stable types of errors.

With the predominance of excitation, the child hardly sits out the lesson, is constantly distracted, and is included in the work in fragments.

When inhibition predominates, the child is passive, inhibited, and works only under control.

Traditional prevention of dysgraphia and the main directions of work to overcome it

One of the most important issues theoretical and practical speech therapy is the prevention of violations of written speech in children;

The work on the prevention of dysgraphia is unusually wide and inseparable from the harmonization of the development of the child's personality as a whole;

Writing is a complex type of mental activity that requires the full formation and interaction of sensorimotor, higher mental functions, mental operations and speech;

Prevention of dysgraphia, first of all, consists in the timely diagnosis of a predisposition to violations of written speech. Such diagnostics should be carried out no later than the beginning of the child's admission to the preparatory group;

Modern complex method of prevention of dysgraphia A.V. Semenovich (2002)

Presented in three areas of work.

Stabilization and organization of the energy potential of the body, increasing the plasticity of the sensorimotor support of mental processes (breathing exercises, massage, development of sensorimotor skills, overcoming muscle dystonia, the formation of attention skills).

Formation of operational support for verbal and non-verbal mental processes (development of visual gnosis, formation of spatial representations, logical and grammatical structures, development of kinesthetic processes, auditory gnosis, phonetic and phonemic processes, mnestic processes, nominative processes).

Formation of the meaning-forming function of mental processes and voluntary self-regulation (formation of goal-setting, programming, self-control skills, development of communication skills, voluntary attention, improvement of the generalizing function of the word and intellectual processes)

Basic directions in the prevention of dysgraphia

Development of sensorimotor functions and psychomotor skills (visual and auditory perception, spatial representations, kinetic and kinesthetic organization of movements, constructive praxis).

Development of interanalyzer interaction, successive functions (hearing-motor, visual-motor, auditory-visual connections; the ability to remember and reproduce the spatial and temporal sequence of stimuli, actions or symbols).

Development of mental functions.

Development of intellectual activity (mental operations: comparison, comparison, classification, analysis and synthesis, abstraction, generalization; formation of skills for planning activities, self-control and self-correction, education of motives for learning activities).

The development of speech and the formation of skills for arbitrary analysis and synthesis of language units (development of connected monologue speech, improvement of lexical, grammatical and phonetic formulation of speech).

The main directions of speech therapy work on the prevention of dysgraphia

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.

. First of all, it is necessary to eliminate all the shortcomings in the pronunciation of phonemes (distortion, replacement, lack of sound).

Isolation of words from a sentence, from words-syllables, from syllables-sounds. Distinguish between any speech sounds, both vowels and consonants. 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. Big job carried out to activate the vocabulary.

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.

The development of connected speech. Work is underway to train the preparation of descriptive stories and improve the skills of retelling short texts.

Overcoming dysgraphia can be carried out in 3 methodological approaches

Method I.N. Sadovnikova's technique A.V. Hawkeye

Modern speech therapy theory

Based on the results of speech therapy diagnostics of children with writing problems.

are revealed weak links functional writing system of a particular student.

The type or combination of types of dysgraphia is determined.

The most fully developed program is Mazanova E.V. (notebooks, individual workbooks).

A.V. Hawk (1984)

The 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.;

Work on sound pronunciation . First of all, it is necessary to eliminate all shortcomings in the pronunciation of phonemes (distortion, replacement, lack of sound);

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. 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 activate vocabulary;

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;

The development of connected speech. Work is underway to train the compilation of descriptive stories and improve the skills of retelling short texts;

Main stages of work

Istage - filling gaps in the development of the sound side of speech.

IIstage - filling in the gaps in the field of mastering vocabulary and grammar.

IIIstage - filling in the gaps in the formation of connected speech.

Method I.N. Sadovnikova

It is based on the results of a speech therapy examination, during which the leading directions of speech therapy correction are determined.

Leading directions:

Development of phonemic perception and language analysis.

Development of spatial and temporal representations.

Quantitative and qualitative enrichment of the dictionary.

Improvement of syllabic and morphemic analysis and synthesis of words.

Assimilation of word compatibility and conscious construction of sentences.

Enrichment of students' phrasal speech.

Dyslexia

Usually, when people hear the word dyslexia, they only think of the reading, writing, spelling, and math problems a child has in school. For some, it is associated only with turning words and letters, for others, only with lagging students. Almost everyone thinks it's some form of learning disability, but learning disability is just one facet of dyslexia.

Termdyslexia - it was the first general term that was used to describe various learning problems. Ultimately, these problems were divided into groups and categories so that different types of learning disabilities could be described. So we can call dyslexia the mother various kinds learning disability. Currently, more than seventy names are used to describe its various aspects.

Dyslexia - this is a partial violation of the reading process, manifested in persistent and repetitive reading errors due to the lack of formation of higher mental functions involved in the reading process.

It manifests itself in difficulties in identifying and recognizing letters; in difficulties in merging letters into syllables and syllables into words, which leads to incorrect reproduction of the sound form of the word; in agrammatism and distortion of reading comprehension.

Reading errors naturally occur in all children at the initial stages of learning to read.
In ordinary children, reading errors, even of a specific nature, disappear rather quickly. In children with dyslexia, these mistakes persist for a long time, months and even years.

Dyslexic - what is he?

1. They can use the brain's ability to change and create perceptions (basic ability).

2. They are highly aware of their environment.

3. They are more curious than ordinary people.

4. They think mostly in images, not words.

5. They have a highly developed intuition and insight.

6. They think and perceive in multidimensional terms (using all senses).

7. They can perceive thought as reality.

8. They have a vivid imagination.

These eight basic faculties, if not suppressed, eliminated or destroyed by parents or the educational process, will result in two characteristics: above average intelligence and extremely highly developed Creative skills. From them, a real gift of dyslexia can arise - the gift of mastery

Dyslexia can be congenital and acquired, it can be an independent disorder or manifest itself in the THP syndrome (severe speech disorders) - alalia, aphasia, etc. Dyslexia can be observed in children with both normal intelligence and intellectual disability

According to R. I. Lalayeva, the reading skill depends on the formation of the child:

phonemic perception (differentiation of phonemes)

phonemic analysis

visual analysis and synthesis (differentiation of letters)

spatial representations

visual mnesis (letter memorization)

The reading process includes the following operations:

perception of the graphic image of the word

converting graphic form into sound

reading comprehension.

According to Egorov, there are 4 levels of reading skill:

1. Mastering sound-letter designations. It is characterized by the formation of visual recognition of the letters of the word and the reading of the syllable after the merger of the letters.

2. Syllabic reading. The syllable is easy to read, but there are difficulties in merging syllables into words.

3. Formation of holistic perception techniques. Words are familiar, simple in structure, read holistically, difficult - in syllables. The child synthesizes words into sentences and a semantic guess appears within the sentence.

4. Synthetic reading. Holistic reading of words and groups of words. The main task is to comprehend what has been read.

The complexity of the reading process is as follows:

1. discrepancy between sounds and letters in Russian.

2. complexity and different ways of indicating the softness of consonants.

3. the presence of iotized vowels.

4. availability weak positions sounds.

One of the most popular classifications of dyslexia in the world belongs to Sarah Borel-Mesoni. It is built on the principle of taking into account the pathogenesis of children with dyslexia.

1. Dyslexia associated with impaired oral speech. The mechanism of speech underdevelopment is reduced to sensory (hearing) disorders (impaired auditory memory, auditory perception). Children have difficulty establishing a connection between an auditory image (sound) and a letter.

2. Dyslexia associated with the inferiority of spatial representations. With this form, the perception of shape, size, location in space, body scheme is disturbed. Inferiority of kinesthetic memory is noted, sometimes - motor discoordination, dyspraxic disorders.

3. Mixed dyslexia (the largest group). With this form, children have visual and auditory perception disorders, motor retardations, underdevelopment of oral speech, and insufficiency of spatial representations.

4. Erroneous (false) dyslexia. With this form, children do not have any impairments in oral speech, spatial representations, etc. At the same time, they do not master reading due to pedagogical neglect, the influence of unfavorable environment or incorrect methods of teaching reading.

The classification of R. I. Lalayeva is based on the account of disturbed operations of the reading process:
Taking into account unformed higher mental functions and operations of the reading process, the following types of dyslexia are distinguished:phonemic, semantic, agrammatical, optical, mnestic, tactile (in blind people

First form:

phonemic dyslexia is associated with the underdevelopment of phonemic perception and manifests itself in the replacement of phonetically close sounds when reading, in the difficulties of learning letters denoting acoustically and articulatory similar sounds.
Second form

phonemic dyslexia is associated with underdevelopment of phonemic analysis and synthesis.
Violation of the formation of phonemic analysis is manifested in specific errors in reading: letter-by-letter reading, distortion of the sound-syllabic structure of the word.

Agrammatical dyslexia

manifests itself in agrammatisms when reading. In the process of reading, the child incorrectly pronounces endings, prefixes, suffixes, changing the grammatical forms of words.
Agrammatisms in reading are due to the lack of formation of morphological generalizations, the difficulty of differentiating the grammatical forms of inflection and word formation, and the fuzziness of ideas about the syntactic structure of a sentence.

Phonemic dyslexia

is caused by a violation of the formation of phonemic perception and phonemic analysis and synthesis. There are two forms of phonemic dyslexia.

mnestic dyslexia
Mnestic dyslexia is manifested in a violation of the assimilation of letters, in the difficulties of establishing associations between sound and letter. The child does not remember which letter corresponds to a particular sound.

semantic dyslexia
This form of dyslexia manifests itself in a violation of reading comprehension with technically correct reading. Semantic dyslexia can manifest itself both at the word level and when reading sentences and text.
Violation of the understanding of the read word is due to the underdevelopment of sound-syllabic synthesis.

Optical dyslexia
This type of dyslexia is manifested in the substitutions and mixtures of graphically similar letters when reading.
With this type of dyslexia, mirror reading can also be observed.

Dyslexics have little or no internal monologue, so they can't hear what they're reading unless they're reading aloud. Instead, they form a mental image, adding to it the meaning - or the image of the meaning - of each new word that comes before them.

Words that describe real things don't cause many problems for dyslexics.

Basic techniques and methods of working with dyslexic children:

Respiratory, visual and articulatory gymnastics.

· Method of kinesiology correction.

Stimulating massage and self-massage of hands and fingers.

· Rhythmic-speech, music and vitamin therapy.

· Mirror-symmetrical drawing with both hands.

· Exercises for the development of visual-motor coordination, operational field of reading, anticipatory perception of the word.

· Modified visual dictations Fedorenko-Palchenko.

· Intellectual-developing word games: anagrams, isographs, , cryptograms, shifters, magic chains, verbal labyrinths, matryoshka words and others.

· Search tables of the words "Photo eye".

· Method of "voiced" reading.

The method of verbal anagrams.

· Automation of operational units of reading according to special syllabic tables.

Merry Mosaic:
Cspruce: memorize letters, learn to make them from a mosaic, develop fine motor skills.
What you will need: mosaic of any type ("carnations", "buttons", "caps", "chips"), the corresponding typesetting canvas for the mosaic.
How to play?
Invite the child to lay out from the mosaic the letter that your joint efforts are currently focusing on memorizing. You can offer to lay out a letter of a given color (based on the capabilities of the mosaic), a given size (large or small), copy a letter from a sample that you make yourself, make a letter larger or smaller than yours.
Options:
Invite the child to turn the letters from one to another, adding additional details to the mosaic, removing unnecessary or moving the necessary details. It will be interesting to turn A into L and vice versa, T into G and vice versa, E into E and vice versa, Y into X and vice versa, P into H or I and vice versa, U into W or C and vice versa.

Stack the pebbles:
Target: memorize letters, learn to compose them from pebbles.
What you will need: pebbles (brought by you from the sea, collected on the street, bought specifically for classes in the store).
How to play?
Lay out letters from pebbles when you teach your child a new letter.
Lay out the sample, ask the child to lay out the same letter. Or invite the child to dream up and lay out the letter from the pebbles himself. It is better to use pebbles of approximately the same size - then the letter will be easy to lay out according to the model, while you can also count how many pebbles the letter has in height and width. And if the set you use has pebbles of different sizes, use this to compose letters containing circles and semicircles. So, the letter 0 may well be replaced by one large pebble of a round or oval shape. When composing the letters C, B, R, F, Z, S, large round / oval pebbles can be used to indicate the semicircular parts of the letters, and smaller pebbles can be used to make parts corresponding to straight lines.

Problematic issues of dysgraphia

Deterioration of health of modern junior schoolchildren.

Insufficiency or uneven development of the HMF, ensuring readiness to master written speech.

Variety of etiopathogenetic

mechanisms and the presence of symptom complexes in a child (MMD, ADHD, mental infantilism, cerebral palsy, mental deprivation, school maladaptation

So "A teacher is a person who can make difficult things easy."
R. Emerson

Consultation for educators

Prevention of violations of reading and writing in children of senior preschool age "

Prepared by: teacher-speech therapist Debelyak N.G.

A child's entry into school is an important stage in life, which changes the social situation of his development. At the same time, about 20% of schoolchildren have persistent impairments in mastering writing and reading skills. Unfortunately, it is too late to correct children's illiteracy at school. Therefore, it is necessary to prepare the child for training in the 1st grade. It is important that children of 7 years of age have, first of all, a competent phrase, extended speech, the amount of knowledge, skills, abilities defined by the program preparatory group preschool. Kindergarten is the first step in the education system and performs an important function in preparing children for school.

Leading scientists (R.E. Levina, N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.E. Chirkina, I.K. Kolpakovskaya, A.V. Yastrebova and others) proved that there is a direct relationship between the level of speech development of the child and his ability to acquire literacy. By the time of entering school, the child's vocabulary includes about 5-6 thousand words, and he uses them correctly in speech. Usually, by this time, spatiotemporal representations, visual and auditory analysis and synthesis, general motor skills, and small movements of the fingers are formed in children. That is, in other words, the child has reached the level of physical, neuropsychic and intellectual maturity. Accordingly, persistent violations in the assimilation of reading and writing skills can cause visual and hearing impairments, underdevelopment of speech, general and fine motor skills, and neuropsychiatric diseases. Partial breach Reading is called dyslexia and writing is called dysgraphia.

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. In the modern methodology of teaching literacy, it is generally recognized that practical acquaintance with the sound side of a word is a necessary prerequisite for mastering reading, and subsequently writing in languages ​​whose writing is built on the sound-letter principle.

The reading skill is formed in a child only after mastering the fusion of speech sounds into syllables and words. According to the famous psychologist D.B. Elkonin, "reading is the reproduction of the sound form of a word according to its graphic (letter) model." K.D. Ushinsky noted that "only one who understands the sound-syllabic structure of a word can consciously read and write." That is, if we want a child to learn written language (reading and writing) quickly, easily, and also avoid many mistakes, we should teach him sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language. Phonemic perception or phonemic hearing, which, according to many modern researchers, is the same thing, is commonly called the ability to perceive and distinguish speech sounds (phonemes). This ability is formed in children gradually, in the process of natural development. The child begins to react to any sounds from 2-4 weeks from the moment of birth, at 7-11 months he responds to the word, but only to its intonational side, and not to the objective meaning. This is the so-called period of pre-phonemic development of speech. By the end of the first year of life, the word for the first time begins to serve as an instrument of communication, acquires the character of a language tool, and the child begins to respond to its sound shell (the phonemes that make up its composition). Further, phonemic development occurs rapidly, constantly ahead of the child's articulatory capabilities, which serves as the basis for improving pronunciation. By the end of the second year of life (when understanding speech), the child uses the phonemic perception of all the sounds of his native language.

Imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down, complicates the formation of sound analysis skills, without which full reading and writing are impossible.

The formation of the correct pronunciation depends on the child's ability to analyze and synthesize speech sounds, i.e. from a certain level of development of phonemic hearing, which ensures the perception of the phonemes of a given language. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these irritations are differentiated, and it becomes possible to isolate individual phonemes. At the same time, the primary forms of analytical and synthetic activity play an important role, thanks to which the child generalizes the features of some phonemes and distinguishes them from others.

With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of elders and the formation of sound pronunciation. The lack of analysis and synthesis affects the development of pronunciation as a whole. However, if the presence of primary phonemic hearing is sufficient for everyday communication, then it is not enough for mastering reading and writing. It is necessary to develop higher forms of phonemic hearing, in which children could divide words into their constituent sounds, establish the order of sounds in a word, i.e. to analyze the sound structure of the word. D.B. Elkonin called these special actions to analyze the sound structure of words phonemic perception. In connection with literacy, these actions are formed in the process of special education, in which children are taught the means of sound analysis. The development of phonemic hearing and phonemic perception is of great importance for mastering the skills of reading and writing.

Readiness for learning to read and write lies in a sufficient level of development of the child's analytical and synthetic activity, i.e. skills of analysis, comparison, synthesis and generalization of language material. Sound analysis, in contrast to phonemic perception (with normal speech development), requires systematic special training. Speech subjected to sound analysis turns from a means of communication into an object of knowledge. Sound analysis is understood as: determining the order of syllables and sounds in a word, establishing the distinctive role of sound, highlighting the qualitative basic characteristics of sound (D.B. Elkonin).

Phonemic perception is the first step in the progressive movement towards literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one to four years, sound analysis - at a later age. And finally, phonemic perception - the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis - the ability to distinguish the same in order to reproduce sounds in writing.

The necessary prerequisites for teaching literacy to a preschooler are: a well-formed phonemic perception, the correct pronunciation of all the sounds of the native language, as well as the availability of elementary skills in sound analysis. All these processes are interconnected and interdependent. When reading in children, classes with which were conducted without taking into account these factors, the following errors are most typical:difficulty merging sounds into syllables and words; mutual substitutions of phonetically or articulatory close consonants (whistling - hissing, hard - soft, voiced - deaf), letter-by-letter reading (P, Y, B, A), distortion of the syllabic structure of words; too slow pace of reading; reading comprehension disorders.

Typical writing deficiencies in these children include:substitutions of letters, indicating the incompleteness of the process of differentiation of the corresponding sounds, similar in acoustic or articulatory features; omissions of vowels; omissions of consonants in their confluence; merging words in writing; separate spelling of parts of one word; omissions, build-ups or permutations of syllables; spelling mistakes.

I would also like to note that violations of reading and writing are due to a combination of dysfunctions: insufficient formation of oral speech, manual skill, body scheme and sense of rhythm. Difficulties in analyzing and reproducing the exact spatial and temporal sequence are noted as an important factor in children with writing and reading disorders. For example, it is difficult for them to remember and reproduce the sequence of months, days of the week, it is difficult to remember and repeat a series of movements, a rhythmic pattern. There is a relationship between errors in reading and writing, difficulties in mastering mathematics, physical education exercises and shortcomings in temporal-spatial orientation. These children also have difficulty dividing text into sentences, sentences into words, words into syllables, syllables into sounds. Therefore, for the formation of full-fledged writing skills, the state of such non-verbal functions as visual-spatial discrimination, skin-tactile (tactile) spatial discrimination, musculoskeletal (kinesthetic) spatial discrimination, and temporal representations is essential.

With the leading role of a speech therapist in the correctional process to prevent dysgraphia and dyslexia in children, to prepare children for schoolin front of educators tasks such as:

development of auditory attention, auditory memory and phonemic perception;

improvement of fine and general motor skills;

consolidation in coherent speech of the sounds delivered by the speech therapist;

formation of the skill of sound-syllabic analysis and synthesis;

preparation of the hand for writing, the formation of graphic skills;

improvement of space-time representations;

development of memory, attention, thinking.

by the most effective method The solution to these problems is the use of a learning game as the main activity of a preschooler. The daily routine provides for the use of games during the morning reception, before class, after class, after daytime sleep, before and after dinner. In addition, games can be used in various activities, primarily in speech development classes, and on walks. Learning cannot be carried out without the real activity of the child himself, therefore, in this case, the method of practical tasks will be the leading one.

The following games and exercises can be used to implement the tasks.

Games for the development of auditory attention: “Know the instrument”, “Listen and do”, “Do as I say, not as I show”, “Be careful”, “Tell me a word”, “Listen and do”, “Woodpecker”, “What word is different from others?” , “The fourth extra”, “Define the shortest word by ear”, “What pairs of words are similar in sound?”. The games "Guess the sound in the word", "Determine the place of the sound in the word" are held.

Development of auditory attention the word games “The sound is lost”, “The sound is lost”, as well as tasks for restoring words with rearranged sounds, guessing words by the first and last sound and syllable and restoring confused syllables contribute.

Visual memory and attention develop well in the games “What has changed?”, “Who hid?”, “Who stood or sat between them?”, “Who flew away?”.

Language analysis and synthesis is a complex mental work that is carried out in every lesson. tasks are introduced in different parts of the lesson - where it will cause the greatest interest in children.

Of particular interest to children are tasks in which they "collect scattered" sounds or, conversely, "scatter" them, accompanying them with action. Drawing up schemes of words from color symbols alternates with the selection or search for suitable words for a given scheme. At later stages of work, children can guess puzzles and crosswords.

Verbal-logical thinking - one of the three types of thinking - is characterized by the use of judgments and inferences. It is impossible without speech and at the same time is one of its functions. In other words, speech and thinking are closely related and, constantly interacting, develop each other.

The teacher should help the child comprehend events and phenomena, look for their causes and effects, the relationship and distinctive features. For example, with the help of such questions: Why do people dress warmer in autumn? Why can't skiing in summer? Why is it hard to see a hare in the snow? Can two balls be stacked on top of each other? What will happen then?

An important operation of thinking is comparison. It is most useful to look for the difference in the similar and the common in the different. For example, you might ask:

What is the difference between a doll and a girl (a bird and an airplane, a teapot and a coffee pot, a sofa and a bed, a closet and a shelf, a truck and a car, a fox and a wolf, etc.)?

What do a tree and a flower (a hat and a chicken, a house and an anthill, a table and a cube, a dove and a helicopter, a boat and a duck, a horse and a car, etc.) have in common?

Inexhaustible food for verbal and logical exercises is provided to the educator by fairy tales well known to children and loved by them. With joy and interest, the children will answer approximately the following questions: Why did the Wolf run faster than Little Red Riding Hood to her grandmother's house? Why did seven kids open the door to the Wolf? Which of the three pigs was not afraid of the Wolf in his house? Why? Can we say that the Mouse pulled a turnip? Who pulled it out? Why did Gingerbread Man run away from all the animals, and why did he jump on the Fox's nose?

Games and exercises that develop cognitive processes.

Exercises for the development of thinking: highlighting the essential features of objects and phenomena, including operations on the ability to generalize. Interpretation of proverbs and metaphors, etc.; modeling of letters from sticks, from elements of letters, reconstruction of letters; work with cubes of Koos, Nikitin; folding pictures cut into several parts, puzzles; game "The Fourth Extra".

Exercises to stimulate auditory attention: games and exercises from the program kindergarten: “Guess who is screaming?”, “Guess what they are playing?”, “Guess what they are doing?”, “Find a couple”, “Where is my house?”, The game “The fourth extra”, “Find out by description”, "Phone", "Guess the tale from the passage."

Exercises to develop resilience and switch attention: long sorting and stringing of beads; labyrinths (tracking a line with a glance from beginning to end); reading the alphabet, which is interspersed with the count: a, 1, b, 2, c, 3, etc.

Development of figurative memory: drawing-scheme; Head's tests (determination of the scheme of one's own body - differentiation of the left and right parts); tactile sensations through dermalexia (recognition of a letter written on the back, on the hand, in the air with the child's hand, recognize the letters by touch), etc.

Development random access memory: tests: "Fist-edge-palm", "Repetition of numbers", games for the implementation of multi-step instructions (2, 3, 4, 5-step instructions), for example, the game "Find the treasure"; from memory (verbal instructions) - “Toys on the shelves”, “Words on the shelves” (to detect a change in sequence from memory); “Live chains” (each has a colored badge or letter, syllable, word, sentence on his chest). The order of construction of children is shown in the diagram. On command, the chain falls apart, the task of the leader (child) is to assemble the chain in the same sequence; "Charging" - a sequence of movements from 3 to 6, physical minutes.

Development of visual perception: the game “What has changed?”, “Guess the fairy tale from the illustration”, drawing figures with missing details, writing letters and words according to templates, isographs.

Definition of spatial ratios of elements of graphic images of letters. You can use exercises for space-time orientation on yourself, on a piece of paper.

Development of successive abilities through:

sequencing and planning exercises - games for the implementation of multi-step instructions ("Find the treasure"), from memory (verbal instructions) - "Toys on the shelves" - (to detect the changed sequence from memory).

Tapping rhythms , the game "Telegrapher" (you can perform clapping, tapping a pencil, foot overhandling).

Adverb (list in order: seasons, months, days of the week, parts of the day).

Development of interhemispheric interaction (a special mechanism for combining the left and right hemispheres into a single integrative holistic system) is the basis for the development of intelligence. Taking into account the functional specialization of the hemispheres (right humanitarian, figurative; left - mathematical, symbolic), as well as the role joint activities in the implementation of higher mental functions, it can be assumed that a violation of the interhemispheric transmission of information distorts cognitive activity children. To stimulate intellectual development, it is possible to use kinesiology exercises. (Kinesiology - the science of the development of the brain through movement). By developing motor skills, we create the prerequisites for the formation of many mental processes, primarily speech.Kinesiology exercises contribute to the eliminationdyslexia: "Rings", "Fist-Rib-Palm", "Lezginka", "Mirror Letter", "Ear-Nose", "Snake", "Horizontal Eight", etc.

The development of fine motor skills of hands in preparing children for writing

Many scientists and researchers have proven that the development of fine motor skills of the fingers has a positive effect on the development of children's speech. The development of fine finger movements has a positive effect on the functioning of the speech areas of the cerebral cortex. The close relationship between finger motor skills and the work of speech zones is also confirmed by the fact that the retraining of left-handers at preschool age is often one of the causes of their stuttering. To achieve the desired result, it is necessary to make the work on the development of finger motor skills regular, allocating time for this in the teacher's classes and in the process of regime moments. It is optimal to use physical education minutes for the indicated purposes. Physical education as an element of physical activity is offered to children to switch to another type of activity, increase efficiency, relieve the load associated with sitting. If you do finger gymnastics while standing, approximately in the middle of the teacher’s classes, such gymnastics will serve two important purposes at once and will not require additional time.

Traditionally, physical education sessions are held in combination with children's speech and movements. For children with speech disorders, pronunciation of verses simultaneously with movements has a number of advantages: speech, as it were, is rhythmized by movements, becomes louder, clearer and more emotional, and the presence of rhyme has a positive effect on auditory perception. The combination of finger exercises with speech accompaniment in poetic form allows you to achieve the greatest learning effect. During physical education sessions, children are invited to “construct” various objects and objects from their fingers. Children depict hares, dogs, cats, trees, etc. such an unusual game activity in children causes a pronounced interest and emotional mood. This allows you to mobilize their attention to the maximum. The desire of children to quickly and accurately reproduce the finger figure stimulates memorization.

The main ways of development and improvement of fine motor skills:

Finger gymnastics: a) exercises are performed while standing, but the initial position of the hands changes (in front of you, to the sides, up); b) special exercises on the table (performed while sitting).

Massage and self-massage of fingers.

Shadow, finger theater.

Exercises in tracing the contours of objects, drawing on stencils, on cells (visual and auditory dictations), painting contour objects with straight lines and dots, shading vertical, horizontal, oblique, drawing with a “loop” and a “stroke”. (Exercises are performed only with a pencil).

Working with scissors: cutting a sheet of paper into pieces according to the model, according to the instructions, cutting out familiar geometric shapes and simple objects (ball, house, sun, Christmas tree ...) along the contour and without it.

Drawing simple geometric shapes, objects, letters in the air and on the table with the leading hand, then with the other hand and both hands together; alternate drawing with each finger of one, then the other hand.

Printing letters in a notebook. Composition of letters from elements.

Work with lacing and small mosaics (drawing up a pattern according to a sample).

Construction, work on the development of constructive praxis.

Work with plasticine (modeling).

Laying out figures from matches (sticks). Compilation of figures, patterns from geometric elements (according to the model).

Artistic and creative activities (sewing, embroidery, knitting, weaving, work with beads, etc.)

So, the implementation by the educator of the main ways of development and the improvement of fine motor skills allows:

regularly indirectly stimulate the action of the speech zones of the cerebral cortex, which has a positive effect on correcting the speech of children.

Improving attention and memory are mental processes closely related to speech.

To make it easier for future students to learn writing skills.

Isakova Evgenia Evgenievna,
teacher-speech therapist GBDOU kindergarten №38
Pushkinsky district of St. Petersburg

AT primary school some parents are surprised to learn that their child has a specific problem - dysgraphia: the child cannot write almost a single word without errors, while it would seem that he is fully developed and there are no problems with intellectual development.
Dysgraphia has definitely pronounced symptoms, but only a specialist, most often a speech therapist, can make an accurate diagnosis. Dysgraphia does not go away on its own and interferes with the child’s further learning: without eliminating the problem, master school curriculum even at a basic level it will be very difficult.
As a rule, parents and teachers learn that a child has problems with writing (dysgraphia) only when learning to write, that is, in elementary school. Dysgraphia is a specific writing disorder when a child writes words with phonetic errors, errors in recording sounds. Instead of "p" he writes "b", instead of "t" - "d", forms syllables incorrectly, adds extra letters, skips the necessary ones, writes several words together.
Dysgraphia can be mistaken for simply not knowing the rules of grammar, but the problem goes deeper. Compare: "offer" - "breathing" and "offer" - "application". In this example, the difference between simple ignorance of the correct spelling (rule) and dysgraphia is clearly visible. Moreover, the handwriting of such children is often illegible, uneven. When writing, the child shows a lot of effort, but writes very slowly. If such a child studies in a class with ordinary children, then he may experience serious feelings due to his mistakes, slowness, and discontent of the teacher. In speech, a child with dysgraphia often cannot build long sentences and prefers to remain silent or speak briefly. Unfortunately, this is a rather serious problem that "does not walk alone": most often, dysgraphia manifests itself along with dyslexia, a reading problem, and a child may also have speech problems and impairments to other physical functions.
One of the main stages in the formation of grammatically correct oral and written speech is the work to prevent dysgraphia and dyslexia in preschoolers.
If before the child went to school and could not write and read, then this was considered the norm. But in our time, it is very difficult for a child who cannot read to navigate the world around him.
At present, it is generally recognized that there is a close relationship between speech underdevelopment and reading impairment. Children with speech disorders are a special category of preschoolers with insufficient prerequisites for learning to read. Curriculum in a mass school is complicated and saturated with a variety of material that must be learned through reading.
A child going to a public school from speech therapy group has great difficulty in learning to read and write. Difficulties and mistakes in children are primarily associated with insufficient mastery of the sound composition of the word, the mixing of similar acoustic sounds, and the inferiority of sound analysis and synthesis. This entails the inability to recreate the correct and accurate sound form of the word in terms of visually perceived graphic signs. For correct visual perception and recognition of a syllable or word when reading, it is necessary that the sound composition be clear enough and the child be able to pronounce them correctly.
At the letterless stage of education, it is necessary to develop interest in classes among preschoolers and form a conscious mastery of the phonetic system of the language. Various games and game techniques help to arouse cognitive interest.
Techniques that help children better remember the visual image of letters (according to I.L. Kalinina): modeling from plasticine; laying out of sticks, matches, ropes, mosaics; cutting out of colored paper; deletion of a given letter from the text; guessing letters with closed eyes (an adult writes in the palm of a child); letter recognition by touch; letter on snow, sand; drawing a letter in the air (the child writes with a pointer, and the adult guesses).
Exercise "Who is more attentive?"
"Reprint" letters from the canvas, which consist of: one element (O, C); from two elements (U, G, Z, R, etc.); of three elements, etc. “Reprint” letters from the canvas that “look”: straight (A, I, Y, M, H, O, T, etc.); to the right (B, C, D, E, etc.); to the left (Z, L, U, H, etc.); "open" (A, B, D, etc.); "closed" (B, O).
Exercise "Draw a path"
The child is offered to draw a route for a trip by car on a piece of paper with a felt-tip pen; “We go straight, turn right, forward, turn left, etc.”
The game "Colorful Journey"
The child has a sheet with nine colored squares on the table. The movement starts from the central square. A signal is given: up - right - down, etc. The child moves the chip and names the square in which he stopped.
Entertaining tasks:
Color the letter in red (vowels), blue (consonants); Circle the letter by dots; Blind a letter from plasticine; Lay out the outline of the letter from sticks (matches, natural material); Draw a letter with a rope, wire; “Draw” a letter in the air (with the index finger of the right hand or with the whole hand). Determine what the letter looks like; Distinguish between correct and incorrect spelling of a letter (mirror image); Find a letter among others (without overlapping and overlapping each other). Circle the found letter (in red or blue); Restore the letter (in isolation in a syllable, word, sentence); Assemble a letter from two halves; Add the missing half of the letter in syllables, words, read them; Read the word letter by letter. Read words made up of letters of different fonts; Guess which letter is lost, read the word; "Collect" the letters and read the word;
As a result of such games in children: 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 are relieved; develops the ability to transfer acquired skills to unfamiliar material. Early diagnosis, prediction of school problems and correction of difficulties is the key to successful education of children in school.