Speech therapy work to overcome dysgraphia. Principles of speech therapy work for dysgraphia

In special studies by scientists, in particular R.E. Levina, A.V. Yastrebova, R.E. Lalaeva, I.N. Sadovnikova, L.N. Efimenkova - developed theoretical and practical foundations and methods for correcting written speech. They proved that speech disorders are associated with deviations in the analytical activity of children.

In the majority of junior high school students, written speech disorders are associated with insufficient development of the speech-auditory analyzer, which causes a violation of the differentiation of speech sounds. Primary school students find it difficult to analyze a spoken word and retain the results of the analysis in memory. There is also lethargy and incomplete range of movements of the articulatory apparatus.

What hinders primary schoolchildren from mastering correct writing is:

1. underdevelopment of phonemic hearing;
2. insufficiently precise pronunciation;
3. underdevelopment of phonemic perception.

These components of the psychophysiological process of writing are most fully realized in the conditions of specially organized and systematized speech therapy work. In the course of special organized work, students will learn to analyze, compare and generalize various linguistic phenomena, which helps to overcome phonemic speech underdevelopment.

This system of work to overcome acoustic dysgraphia in students in grades 2-4 is correctional and developmental in nature.

The purpose of speech therapy work to eliminate acoustic dysgraphia - promoting the development of correct written language for students in grades 2-4 for further successful mastery of the school curriculum.

To achieve this goal, the following tasks are solved:

1. Establish a creative, friendly relationship between teacher and student, where the dominant condition and means will be a situation of success;
2. To develop the motor skills of the organs of the articulatory apparatus, aimed at improving motor functions and the dynamic organization of movements of these organs.
3. Develop the ability to hear and differentiate the sounds of the native language based on acoustic characteristics.
4. Improve the functions of phonemic perception through consolidation of the operations of syllabic and sound analysis of words.

The period of correctional and developmental work for this impairment of written speech is determined and depends on the causes and severity of this defect. The time frame is based on three to six months of targeted speech therapy work. Classes are held with a group of children of 8 people or a subgroup of 4 people, 3 times a week.

When correcting writing, the basic principles of correctional and developmental work (R.I. Lalaeva), as well as general didactic principles are taken into account: accessibility, consciousness, specificity, clarity, and a person-oriented approach.

When choosing methods, forms, means in the correctional educational process, the following are taken into account:

Age characteristics of students;
- individual and mental characteristics of students;
- degree of severity of the speech defect.

The following methods are used in classes: verbal, visual, practical.
Verbal - instructions, story, conversation, generalization, description.
Visual - observation and examination of sounds and letters using
analyzers.

Practical - consolidation of knowledge and skills on individual material. This allows us to track at what stage of correctional work a particular student has difficulties and how effective correction techniques are.

From the point of view of didactic classification, I prefer to use a combined type of speech therapy classes, in which several didactic and correctional tasks are simultaneously solved. I use this type of lesson in my speech therapy practice most often, which allows me to achieve increased efficiency of correctional work.

The use of tools intended for organizing and implementing the pedagogical process and performing the function of student development:

Verbal (instruction, story, conversation, dialogue, monologue);
- visual (table, diagrams, subject and plot pictures...);
- didactic material (individual cards, punched cards, lotto, mosaic, didactic games...);
- technical means (computer, tape recorder).

Structure of a speech therapy lesson is built depending on the given stage of correctional work. Each stage has three steps that are present in every lesson:

I stage- this is a call for sustainable interest in the topic of the lesson, motivating the student for learning activities.

II stage- comprehension, which provides an opportunity for the student to obtain new information, comprehend it, and relate it to existing knowledge.

III stage- reflection, where a holistic understanding and generalization of the information received and the formation of adequate self-esteem take place.

Based on the adapted long-term plan, I draw up a quarterly current thematic plan of correctional work for each group of students, taking into account dysgraphic disorders and the Russian language curriculum.

In my practical activities I use methodological and practical material from the following authors: I.N. Sadovnikova, L.G. Paramonova, L.N. Efimenkova, R.L. Lalaeva, A.V. Yastrebova, V.I. Seliverstova, G.R. Shashkina, N.P. Lokalova, V.F. Bazarny.

In the course of specially organized and systematic speech therapy work, students learn to analyze, compare and generalize various linguistic phenomena, which helps to overcome phonemic speech underdevelopment.

Work with children who have underdevelopment of phonemic processes is carried out in accordance with the reasons that result in violations of oral and written speech. Correctional and developmental assistance is primarily aimed at eliminating existing deficiencies.

The system for overcoming phonemic underdevelopment in primary schoolchildren involves two interrelated areas of work:

In the acoustic form of dysgraphia, letter substitutions are not due to the clarity of auditory perception and auditory ideas about sounds. In this case, the leading factor is a violation of auditory differentiation of sounds.

The structure of speech therapy intervention in an educational institution.

The structure of an integrated approach to preventing and overcoming acoustic dysgraphia.

Purposeful implementation of an integrated approach and maximum focus on eliminating the causes of acoustic dysgraphia increases the effectiveness of the process of correction and prevention of this disorder.

During a statistical study conducted by the Psychological and Pedagogical Center “Health” in St. Petersburg in 2000, it turned out that in regular schools about 37% of students suffer from dysgraphia, and in gymnasiums - about 20% of children. Director of Secondary School No. 2009, Moscow D.M. Gessler, in his public report for the 2009/10 school year, stated that dysgraphia was identified in 67% of students. The article will discuss how to identify and what methods can be used to correct dysgraphia in children.

Dysgraphia (from the Greek dis - a prefix meaning disorder, grapho - writing) is a writing disorder accompanied by the replacement of letters, omissions, rearrangements of letters and syllables, merging of words, caused by a violation of the speech system as a whole.

Dysgraphia is expressed in persistent and typical writing errors that the child constantly repeats.

How dysgraphia manifests itself in children: types of disorders and symptoms

Table No. 1. Types of dysgraphia in children

Why does dysgraphia occur in children?

1. Heredity. Often, children with dysgraphia inherit from their parents qualitative immaturity of the brain in certain areas, which can manifest itself in delayed development of certain functions.
2. When a problem such as dysgraphia occurs, they play a role functional reasons , due to which there is a delay in psycho-speech development, and dyslexia. These include long-term somatic diseases.
3. Another cause of dysgraphia may be brain damage or underdevelopment . Such a disorder could develop in the prenatal, postnatal and natal periods as a result of the following problems:
   • pathologies during pregnancy;
   • asphyxia;
   • infections;
   • meningitis;
   • severe somatic diseases, as a result of which the child’s nervous system is depleted.
4. If we talk about socio-psychological factors , which can provoke the occurrence of dysgraphia, these include:
   • incorrect or unclear speech of others;
   • bilingualism in the family;
   • speech contact deficit;
   • inattentive attitude of adults to the child’s speech;
   • early literacy training in the absence of psychological preparation of the child.

Methods for diagnosing dysgraphia: examinations with doctors and home tests

If you suspect dysgraphia, you should be examined by an ophthalmologist, neurologist and ENT doctor. A speech therapist will help determine the level of development of speech functions. It is important to find out whether the incorrect spelling of words and letters is dysgraphia or is it simply ignorance of spelling rules.

During the examination of children for dysgraphia, they check:

• Oral speech development . When examining a child for dysgraphia, it is very important to pay attention to the following: their differences, phonemic synthesis and analysis, features of the grammatical structure of speech, and vocabulary.
• Written speech. When oral speech has been fully studied, you can begin to study written speech. The child’s written work is analyzed and studied. The child must complete a task that consists of several stages: rewriting text (printed and handwritten), writing from dictation, describing pictures, reading words by letter and syllable.
• Hearing, vision, central nervous system. To find out the causes of dysgraphia in a child, a hearing, vision and central nervous system test is performed.
• The state of manual and speech motor skills, the structure of the articulatory apparatus.

Effective techniques for working with children with dysgraphia

There are several effective methods for correcting dysgaphia in children of primary school age:

1. Word scheme. The child is given a picture that shows an object and a diagram of a word. The student must name the object, and then all the sounds of the word in order. After this, each sound must be correlated with a letter and a word must be written.
2. Sound-letter recognition. This technique consists of several variations:

• Writing a large number of letters in a notebook.
• Underlining words with a certain sound and writing them in a notebook.
• Search for a specific letter in a word, sentence, text and cross it out.
• Select the desired picture, the name of which contains the sound being practiced.

1. Ebbiehaus technique . The child is given words that have already been practiced, but the letters are missing. The child’s task is to insert the missing letters, read it and write it down.
2. WITH The relationship of the initial letter with the picture and the word. The child himself chooses words (word) and pictures (picture) for a specific sound assigned to him, which he must indicate with a letter.
3. Sound-letter analysis . The child is given a picture. He must name the object depicted on it and write down the word, put an emphasis on it, determine how many syllables there are in this word and name them. Each syllable in a word must be separated by a dash. Afterwards, the child must name all the sounds of the word in order and mark them with the appropriate color. Consonants in a word must be emphasized - a thin sound with one line, a dull sound with a double line. After this, the child must compare the number of letters and sounds in the word.
4. Structural method . The student must determine the number of vowels and consonants in the given word. This must be done sequentially. Afterwards, the child draws up a diagram of the word: vowels are indicated by contour circles, consonants are shaded. It’s better to start with monosyllabic words without consonants and gradually complicate the task.
5. Bug fixes. The child is given several misspelled words. Words must be correlated with the sounding model of the word. The child’s task is to find mistakes and correct them, to rewrite the words correctly.

Exercises to eliminate dysgraphia

There are exercises that parents can do at home with their child, in between sessions with a specialist:

• Proofreading . For this exercise you need a large text from which you need to cross out a given letter. The next stage of the task is to underline one letter and cross out the other. The exercise helps develop attention and remember the visual image of the letter.
• Missing letters . In large text you need to insert the missing letters. The exercise develops confidence in writing skills and attention.
• Labyrinths. The exercise trains gross motor skills of the hand. The child must draw a long line without interruption. It is important to change your hand in a timely manner.

It is also useful to explain to the child the placement of punctuation marks in the text and pronounce the text out loud in accordance with the writing rules. Classes with a speech therapist can be conducted in the form of a game. You can use magnetic letters to create words, write dictations to improve the perception of sounds.

It is worth paying special attention when choosing writing pens and pencils. It is better to give preference to handles with uneven surfaces. When writing with such a pen, the distal tips of the fingers are simultaneously massaged and additional signals are sent to the brain. Pencils and felt-tip pens should have a non-smooth surface, for example triangular in cross-section.

Prevention - how to teach a child to write correctly

• An important condition is to recognize signs of dysgraphia in a child. At the age of 3-4 years, check the auditory differentiation of speech sounds. If you have difficulties, you need to start developing it.
• Often parents start. With the wrong approach to teaching children English or another language, both dysgraphia and dyslexia can develop.
• It is important that everyone in the family pronounces sounds and words correctly. If adults repeat the pronunciation after the child (for example: ball - meat, love - lublu) and change syllables and sounds, this can lead to problems in the formation of correct speech and writing.

Prevention of dysgraphia in children attending mass kindergartens consists, first of all, in timely diagnosis of a predisposition to written speech disorders. Such diagnostics should be carried out no later than the beginning of the child’s admission to the preparatory group. And if a child is identified with any weak links in the totality of prerequisites for the formation of writing, he should receive correctional and developmental assistance from a specialist. (E.A. Loginova “Writing disorders. Features of their manifestation and correction in younger schoolchildren with mental retardation”)

Speech therapist, teacher of the deaf, scientist Paramonova L.G.:

Acoustic dysgraphia, associated with the inability to distinguish certain sounds by ear, can be overcome only after the child masters the auditory differentiation of these sounds. In the same way, optical dysgraphia will not disappear until the child’s visual-spatial representations and visual analysis and synthesis are formed at the proper level. If this was not done in preschool age, then you will have to catch up already at school. In other words, to eliminate any type of dysgraphia, it is necessary to remove the immediate and quite obvious cause that underlies it.

Teacher-defectologist I.S. Pshennikova:

In recent years, the number of children who make many specific errors in writing has been steadily growing. Usually “ridiculous” mistakes are associated with inattention. But the main reason for such errors is the underdevelopment of those brain processes that ensure the complex process of writing. Mastering written speech is a complex mental activity that requires a certain degree of maturity of many mental functions and the interaction of various analyzers: speech-auditory, speech-motor, visual, motor. The immaturity of one of the analyzers can lead to dysgraphia.

Adults, stop wasting your little one's preschool years on elementary school curriculum. At school he will have enough time to learn to write beautifully and competently. Better pay attention to the development of his visual abilities. Educators and scientists have long noticed that a child with a high level of visual and graphic skills has a much greater chance of becoming a successful school student than one who can read but is poor with a pencil. Just 10-15 minutes a day of working with a coloring book - and many school problems will be solved before entering first grade! (co-founder of the RPO “Dyslexic+”, teacher, speech pathologist, speech therapist of preschool, school and medical institutions T. Goguadze)

Sections: Speech therapy

Writing impairment is the most common form of speech pathology in primary school students. As they begin school, some children experience difficulties in mastering writing, which can later develop into persistent, specific errors called dysgraphia. Every year in primary school the number of children with various types of dysgraphia increases. According to L.G. Paramonova, the number of children with dysgraphia in the lower grades of public schools reaches 30%.

The doctrine of writing disorders has existed for more than 100 years. Currently, in domestic speech therapy, the issues of symptoms, mechanisms of dysgraphia, and the structure of this speech disorder are sufficiently covered; both methodological approaches have been developed, and the directions, content and differentiated methods for correcting various types of dysgraphia have been disclosed (L.N. Efimenkova, A.N. Kornev, R.I. Lalaeva, E.A. Loginova, L.G. Paramonova , I.N. Sadovnikova, E.F. Sobotovich, O.A. Tokareva, S.B. Yakovlev, etc.).

However, to this day, the issues of diagnosing and correcting these disorders remain relevant, which is associated not only with the high prevalence of dysgraphia among students in secondary schools, but also with the difficulties of overcoming it.

N.I. Bukovtseva notes that “the main mechanism of this violation to this day remains the immaturity of various forms of language analysis: syntactic, morphological, phonemic.

It should be noted that the immaturity of at least one of these forms leads to such a disorder as dysgraphia due to a violation of language analysis and synthesis. Therefore, speech therapy work should be aimed at the development of all forms of language analysis and synthesis.

In speech therapy, there are traditionally three types of language analysis and synthesis. R.I. Lalaeva points out that “linguistic analysis and synthesis involves the analysis of sentences into words and the synthesis of words in a sentence; syllable analysis and synthesis; phonemic analysis and synthesis. Errors caused by the immaturity of language analysis and synthesis are varied and difficult to correct.

In order to determine the state of the writing process and the formation of language analysis and synthesis among second-grade students of a comprehensive school, an experimental study was conducted by primary school teacher Yu.P. Krasikova. on the basis of State Budgetary Educational Institution Secondary School No. 1291 with in-depth study of a foreign language. 10 second grade students with digraphia took part in the experiment. To study the state of the writing process, children were offered a dictation. In terms of complexity and structure, it met the requirements for dictations for the second grade.

During the analysis of students' written work, it was found that all types of specific errors were observed in almost every written work. This suggests that the studied population of children has mixed forms of dysgraphia. Table No. 1 clearly demonstrates the typology and number of specific errors in the written work of second-grade students. The table shows that errors of language analysis and synthesis predominated in the children’s work (51% of the total number of errors), while specific errors of other types were absent in the dictations of some students.

Table No. 1.

Results of a study of children's writing skills (in points/%).

In children's written work, errors were encountered such as violations of sentence boundaries, fused writing of prepositions with other words, fused spelling of words, separate writing of parts of words, omission of consonants in the middle, end and beginning of a word, omission of vowels in all positions in the word, as well as rearrangements , omissions and addition of syllables, words, sounds. Examples of errors in writing are presented in Table No. 2.

Table No. 2.

Examples of errors in language analysis and synthesis typical for children.

During the writing of the dictation, it was noted that the children were distracted, inattentive, and did not notice their mistakes.

To study the skills of language analysis and synthesis, it was proposed

tasks from T.A.’s methods Fotekova, L.G. Paramonova, which were aimed at:

1. Study of the ability to analyze sentences into words.
2. Study of the ability to divide words into syllables.
3. Study of phonemic analysis, synthesis and representations:
– determining the place of a sound in relation to other sounds of a word (sequential and positional sound analysis);
– determining the number of sounds in words.

Study of language analysis and synthesis skills.

Instructions. "Answer the questions":

1. How many words are there in a sentence?

• The day was warm.
• A tall birch tree grew near the house.

2. How many syllables are in a word?

• Pencil.

3. Determine the place of the sound in the word:

• first sound in a word roof,
• third sound in a word school,
• last sound in a word cup.

4. How many sounds are in a word?

• Bag.
• Dictation.

The child is offered three attempts with stimulating assistance (“Think again”).

1 point – correct answer on the first try;

0.5 points – correct answer on the second attempt;

0.25 points – correct answer on the third attempt;

0 points – incorrect answer on the third attempt.

Analysis of data from an experimental survey of the development of language analysis and synthesis skills showed that the most accessible task for children was the task of dividing words into syllables (task 2.) - 95% success. The greatest difficulties were caused by the task of determining the number of sounds in a word (task 4) - 51.6% success.

The most difficult task for the children was determining the number of sounds in a word.

Their success in completing the proposed tasks ranged from 65 to 75%, which corresponds to an above-average level (65–79%) of the development of language analysis and synthesis skills in these children (see Table 2).

Analyzing the results of completing tasks to study the development of language analysis, we can conclude that children have an above-average level of development of language analysis and synthesis skills. However, there are children with a lower level of 65% (Lesha R., Vlad B.), an average of 70%, 72.5% (Kira Ch., Vika K., Daniil P.) and an upper limit of 75% - 79% (Masha S., Stepan G., Vanya R.).

The results of the study of language analysis and synthesis are presented in Table No. 3.

Table No. 3.

Results of a study of language analysis and synthesis in children (in points/%).

The maximum score for a series of tasks is 10 points.

Success levels:

80–100% is a high level.

79–65% – above average.

50–64% – average level.

49–30% – below average.

Below 30% is a low level.

Thus, errors in language analysis and synthesis are quite common today. Their existence complicates the development of the writing process in younger schoolchildren, negatively affects performance in other subjects, forms in students a negative attitude towards educational activities, reduces self-esteem and impedes personal growth.

Based on the data obtained, it was revealed that in order to effectively overcome dysgraphia in primary school students, a comprehensive speech therapy intervention is needed, aimed not only at correcting speech processes, but also at developing self-control in children over written production.

The correction was based on the principle of level-by-level analysis of speech in children with dysgraphia, due to the immaturity of language analysis and synthesis, proposed by I.N. Sadovnikova.

The following areas of correctional education were identified:

1. Development of syllabic analysis and synthesis skills
2. Development of language analysis and synthesis:
3. Formation of self-control over one’s own written production.

Development of phonemic perception, phonemic analysis and synthesis.

With the development of phonemic perception, phonemic analysis and synthesis, efforts were aimed at the ability to determine the sequence of sounds in a word, their quantity, place in relation to other sounds (after which sound, before which sound). This form of sound analysis appears only in the process of special training.

In the process of developing elementary forms of sound analysis, it is necessary to take into account the fact that the difficulties of isolating a sound depend on its nature, position in the word, as well as on the pronunciation features of the sound series.

The stressed vowels from the beginning of the word (beehive, stork) stand out best. Frictional sounds, being longer, are more easily distinguished than plosive sounds. Like vowels, they stand out more easily from the beginning of a word. Isolation of plosive sounds is carried out more successfully when they are at the end of a word.

A sound series of 2–3 vowels is analyzed better than a series including consonants and vowels. This is explained by the fact that each sound in a series of vowels is pronounced almost identically to an isolated pronunciation. In addition, each sound in such a series represents a unit of speech pronunciation flow, i.e., a syllable, and is also pronounced over a longer period of time.

When forming complex forms of phonemic analysis, it is necessary to take into account that every mental action goes through certain stages of formation, the main of which are the following: mastering the action based on materialization, in terms of loud speech, transferring it to the mental plane (according to P. Ya. Galperin). Let us highlight and describe these stages.

Stage I – formation of phonemic analysis and synthesis based on auxiliary means and actions.

The initial work was carried out based on auxiliary means: a graphic diagram of the word and chips. As sounds were identified, the child filled in the diagram with chips. The action that the student carried out was a practical action to model the sequence of sounds in a word.

Stage II – formation of the action of sound analysis in speech terms. Reliance on the materialization of action was excluded; the formation of phonemic analysis was transferred to the speech plane. The word was named, the first, second, third, etc. sounds were determined, and their number was specified.

Stage III – formation of the action of phonemic analysis in mental terms. Students determined the number and sequence of sounds without naming words, i.e., based on ideas.

When working on the development of phonemic awareness and phonemic analysis and synthesis, the teacher was involved in the work. He was given recommendations, for example, to include in the lesson material games and tasks for the development of phonemic awareness, which can be carried out at any stage of the lesson. Thus, the joint work of the speech therapist and the teacher was organized, which made it possible to more effectively develop analysis and synthesis skills in children.

The tasks that were offered to the teacher to consolidate speech skills are more fully presented in Appendix 2.

Development of skills of syllabic analysis and synthesis.

When developing the skills of syllabic analysis and synthesis, work began with auxiliary techniques (clapping or tapping a word syllable by syllable and calling their number). Then, relying on the ability to isolate vowel sounds in a word, the children learned the basic rule of syllable division: there are as many syllables in a word as there are vowels. The exercises are presented in more detail in Appendix 1.

Development of language analysis and synthesis skills.

Correctional work on the development of language analysis and synthesis was reduced to the formation of the ability to determine the number, sequence and place of words in a sentence.

To develop the skills of language analysis and synthesis, children were offered the following tasks: :

1. Making sentences based on reference pictures with a certain number of words.

2. Coming up with sentences based on the plot picture and determining the number of words in them.

Working with number series.

3. Children are also taught to draw up graphic diagrams of sentences, look for a specific word in a diagram, and read sentences according to the diagram. For example:

Birds fly south.

4. Exercises for composing common sentences (on the questions: Where? How? When? etc. - based on plot pictures). The janitor sweeps the leaves. In autumn, a janitor sweeps leaves. In autumn, a janitor sweeps leaves near the house. In autumn, a janitor quickly sweeps leaves near the house...

5. You also need to show the need to coordinate words in a sentence and practice grammatically correct construction of sentences. Working with deformed sentences.

For example: based on clarity: “walks, in the yard, with, Petya, in, the dog” - Petya is walking with the dog in the yard.

Without relying on visualization: “smoke, coming, pipes, from” - Smoke is coming from the pipe.

“The squirrel hides the nuts in the hollow” - The squirrel hides the nuts in the hollow. “watering, watering cans, Kolya, from, flowers” ​​- Kolya watering flowers from a watering can.

6. Determining the place of a word in a sentence (what kind of word is indicated). Working with number series.

7. Determining the differences between phrases and sentences. A sentence is a complete semantic unit.

For example: divide phrases and sentences into two columns.

The grass has turned yellow, it is raining, the grass is curly, autumn has come, flower heads, early autumn.

8. Determining the boundaries of the proposal. Isolating sentences from the text (first based on a plot picture or a series of pictures, and then without support). Working with deformed text.

For example, based on a plot picture: “At the end of summer, it’s still warm in the meadow, horses are grazing, people have mowed the grass, they have collected it in large stacks, the hay will dry until the fall.”

Without relying on the plot picture: “It has become warm in the meadow, green grass has appeared in the clearing, flowers have bloomed, Marusya is catching butterflies, Dima and Tolya are playing ball.”

9. Compose sentences using phrases.

For example: tall spruce trees, wide streets, a full basket, a white steamer, etc.

10. Exercises in reading text with intonation markings of sentence boundaries (lowering of voice, pauses).

11. Copying text with underlining capital letters and periods.

Development in children of control over their own written production.

An important section of the work was the development control over one’s own written production: preliminary, current, resulting control. It should be noted that work in this direction was not carried out in isolation, but was carried out in parallel with the development of various forms of language analysis and synthesis, and was built into the dysgraphia correction system.

To do this, we used a system of preliminary exercises:

1. Look at the sample (shapes, symbols, letters), remember it, then what you remember:

– draw with your finger on the desk;
- tell us;
- write in your notebook.

After completing each task, the speech therapist asked the child to compare what he had completed with the sample, to supplement and clarify. It was discussed which implementation option was most successful.

2. Exercise to develop skills in analyzing and reproducing spatial sequences:

– check whether the same characters (letters, numbers) are crossed out on the card and the sample card;
– check whether the pattern is drawn correctly;
– remember the card and choose the same one (the child is asked to remember a number of subject pictures, symbols, numbers, letters on the card and find the same one among the second set of cards, only one of which matches the test one);
– lay out a series of individual elements from memory;
- write a series of individual elements from memory.

After completing each task, it was necessary to compare what was completed with the sample, supplement and clarify it.

3. Exercise to develop skills in analyzing and reproducing time sequences:

– “Charging” – sequence of movements (from 3 to 6);
– name the days of the week, seasons, months in order (objective drawings, symbols, verbally);
– “balls in an opaque tube” (in front of the children, multi-colored balls are placed into an opaque tube. Task: determine in what sequence they will roll out from the opposite end of the tube). A more complex option: determine in what sequence the balls will roll out from the same end of the tube, into which they invested (this requires inverting the series).

4. Recoding the temporal sequence into a spatial one, and vice versa – “invisible pictures”.

A series of cards (object drawings, symbols) are laid out in front of the child in a certain sequence. Each card laid out is presented and turned face down. Thus, the laid out row is turned with the back side towards the child, and the front side is closed. From a set of cards with rows of images arranged in different sequences, the child must find one identical to the one laid out. After the choice is made, both series are compared.

5. Development of abilities to concentrate, distribute and switch attention:

– “synchronous counting” – count the number of images of two types, not paying attention to the remaining images;
– find numbers from 1 to 25 in the tables (the numbers are located in 25 cells in random order);
– select a specific letter, read the text and cross out the given letter;
– select a specific word and read the text, underlining the given word.

6. Sequence of actions and planning.

Games were played to complete multi-step instructions (2, 3, 4, and 5-step instructions): using reference symbols, or from memory (verbal instructions).

Let us give an example of the formation of self-control over written production during the development of syllable-sound analysis skills in children.

Analysis and diagramming of words.

Models of the sound and syllabic structure of a word contain information about the number of syllables, syllable boundaries, vowel sounds are indicated, consonant sounds are indicated, the place of hard and soft signs; updating the meaning of the word; rhythmic repetition of a word; designation of vowel sounds by letters in the word diagram; designation of consonant sounds with dots in the word diagram; designation of the place of hard and soft signs in the word scheme; dividing a word into syllables; reading a word in accordance with the syllable pattern.

After the child has made diagrams of two to five words, which depends on the state of his auditory-verbal memory and age, the syllabic structure of the words, he should be asked to write down the words from memory based on the model of the word. This task allows you to expand the linear volume of the child’s auditory-verbal memory.

Formation work methods preliminary control :

1. Musical method (based on the methodology of L.S. Tsvetkova), promoting the actualization of the meaning of the word, the development of auditory and visual modalities of memory, and self-control.

The speech therapist offered the children two or three rhymed sentences set to the tune of a familiar song. The content of each sentence is displayed in a schematic drawing of the object performing the action and the object to which this action is directed. All sentences were sung based on the drawings. Subject words with complex syllable structure were analyzed. Action words were subject to mandatory analysis. The action-word scheme (first complete, then maximally collapsed) remained as a support for writing the sentence.

Using pictures and word diagrams, the children sang sentences.

At the next lesson, the children listened to a sample of the speech therapist’s singing and at the same time looked at pictures and diagrams of words. Then they wrote down the sentences from memory using supports (drawings and diagrams).

2. Method of rhythmic reading (based on the technique of T.G. Wiesel):

– read sentences with syllabic rhythm, i.e. with the division of words into syllables and their uniform pronunciation in the orthographic version - the way they are written. (The speech therapist taps out the rhythm.)

This syllable-by-syllable “orthographic” rhythmic pronunciation of words and phrases was carried out in the following variants:

– repeat the rhythmic word (sentence) after the speech therapist, and then write it down;
– repeat syllable by ear when the speech therapist pronounces the sentence in the usual way;
– from “sight”, read the text rhythmically.

Current control.

A letter spoken out loud:

– the speech therapist (“leader”) speaks the lexical material out loud, the student (“follower”) writes it down, then the roles change;
– pronunciation and simultaneous recording of lexical material by the student.

Words are pronounced out loud, in a whisper, pronouncing only complex words.

Resulting control:

– comparison of the text with errors typical for a given child with a normative sample of the text;
– independent correction of errors in the text;
– cheating followed by self-test (the speech therapist can focus on the line with the error);
– checking with underlining syllables, marking vowels with dots;
– rhythmic reading of your work.

Appendix No. 1.

1. Clap or tap out the word syllable by syllable and name their number.

2. Be able to identify vowel sounds in a word, learn the basic rule of syllabic division: there are as many syllables in a word as there are vowel sounds.

3. Be able to isolate a vowel sound from a syllable and word. Determine the vowel sound and its place in the word (beginning, middle, end of the word).

4. Name the vowels in the word.

5. Write down only the vowels of the given word.

6. Select vowel sounds and find the corresponding letters.

8. Determine the number of syllables in the named words. Raise the corresponding number.

9. Write down the words in two columns (split the pictures into 2 groups) depending on the number of syllables.

10. Select the first syllable from the names of the pictures and write it down.

11. Combine syllables in a word, sentence, read the resulting word or sentence (for example: “beehive”, “house”, “car”, “moon”, “toad”). After highlighting the first syllables, the sentence is obtained: There is a puddle near the house.

12. Identify the missing syllable in a word using a picture:
__buzz, ut__, lod__, ka__, ka__dash.

13. Compose a word from syllables given in disorder (nok, tsyn, las, toch, forest, ka).

14. Find words in a sentence with a certain number of syllables.

Game “Guess who I'm calling?”

Goal: developing the ability to select words with a given number of syllables.

The teacher invites those children whose names consist of as many syllables to stand up as he claps.

For example: the teacher claps 3 times, the students count, then stand up (Se-ryo-zha, A-ri-na).

Game “Changes”.

Goals: development of the ability to compose words; accumulation of syllable images in memory.

Equipment: cards with syllables (4–6) for each player.

The teacher names two syllables, the children find cards with these syllables and first compose one word, then, rearranging the syllables, another: sos, na; tea. CA; spring; kA, mouse; jar; la, ska”ni, tka; ra. But; Which.

Game “Chain”.

Goal: developing the ability to select words based on one given syllable.

One of the students writes a word on the board syllable by syllable, the next one selects a word that begins with the next syllable of the given word (ok-no, no-ra, ra-ma).

Game “If I meet a word on the road, I’ll break it into syllables.”

Goal: development of syllable skills, attention, speed of thinking.

The teacher throws a ball to the children and names one-, two- and three-syllable words. The child who catches the ball determines the number of syllables, names them and passes the ball back. You can invite children to pronounce the word syllable by syllable while simultaneously hitting the word with a ball.

Literature:

1. Bukovtseva N.I. Overcoming dysgraphia caused by impaired language analysis and synthesis in students with mental retardation // Practical psychology and speech therapy. – 2004. – No. 2 (9). - With. 47–48.
2. Lalaeva R.I. Reading and writing disorders in primary schoolchildren. Diagnostics and correction / R.I. Lalaeva, L.V. Venediktova, St. Petersburg: Soyuz, 2009. – 156 p.
3. Paramonova L.G. Prevention and overcoming dysgraphia in children. – St. Petersburg: Soyuz, 2001. – 79 p.
4. Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. – M.: Iris – press, 2007. – 96 p.

Primary school students often suffer from a speech therapy disorder - dysgraphia. It is characterized by certain types of writing disorders: children write as they speak, miss letters, change endings. This is actually a very serious problem. If you do not pay attention to solving it, the child may develop an inferiority complex. Peers at school will make fun of him, which will lead to a loss of confidence in his abilities. Therefore, dysgraphia in younger schoolchildren (correction, exercises and prevention will be presented below) should become an important topic for discussion among parents.

Reasons for appearance

Scientists have not yet identified the exact reasons why this disease occurs. This issue has not yet been fully studied, but most experts agree that the basis for the development of the disease is heredity. Causes of dysgraphia in younger schoolchildren:

1. Heredity. As already noted, this is the main reason for the appearance of the disease. Children accept from their parents immaturity of the brain in certain parts. Because of this, there is a delay in the development of certain functions.
2. Functional sources. This refers to various bodily diseases. For this reason, a violation of psycho-speech development occurs, and the child also loses the ability to read and write. should be aimed primarily at eliminating the causes of the disease.
3. Underdevelopment of the brain. Any injury or damage can cause dysgraphia. Moreover, brain damage could occur as a result of pathologies during pregnancy, asphyxia, or exposure to infection.
4. Socio-psychological influence. Of course, we cannot forget about this factor. This disease can develop in children due to incorrect speech of people around them, lack of communication, as well as inattention to the child’s writing and reading on the part of parents.

among younger schoolchildren

Identifying the forms of the disease will help parents correctly apply the exercises recommended to speech therapists. You need to know that there are three main types of this disease:

1. Acoustic. This form of dysgraphia appears as a result of a disorder in the development of speech hearing. That is, the child is not able to perceive sounds correctly. Because of this, writing suffers; children unknowingly change letters in words because that’s how they hear. Similar sounds are mixed and often confused, e.g. b-p, z-f, s-sh and others. Acoustic dysgraphia affects the softness of consonants in writing ( loves - likes). Also, the child often misses letters. Correction of acoustic dysgraphia in younger schoolchildren is carried out with the help of exercises aimed at improving the auditory space.
2. Motor. This problem manifests itself in the form of incorrect hand movements while writing. At the same time, the child can perform other actions. Violation of the combination of visual and sound images is usually the cause of the motor form of the disease. Correction of dysgraphia in younger schoolchildren of this type is aimed at completely getting rid of this ailment. As a result, the child will be able to write correctly and compare images.
3. Optic. Dysgraphia of this type manifests itself in visual impairment. Children cannot write letters correctly, which results in mirror writing, substitution, or mixing of different elements. In most cases, similar letters are rearranged ( t-p). A manifestation of this disease is mirror writing from left to right in left-handed people with certain brain disorders. Optical dysgraphia in primary schoolchildren (correction, exercises are covered in the article) is an important problem in the modern world. Visual impairment is not uncommon. Therefore, it is necessary to pay special attention to this issue. for younger schoolchildren, they allow the treatment to be specified in a specific situation.

How can dysgraphia be detected?

If parents suspect the possibility of developing this disease, it is necessary to undergo examination by a neurologist or ophthalmologist. The level of speech growth is checked by a speech therapist. The main thing is to correctly determine whether a child has dysgraphia or whether it is simply a banal ignorance of spelling norms.

Tests for the presence of dysgraphia include:

• Oral speech test. Particular attention should be paid to this aspect, especially the pronunciation of sounds, vocabulary, and the correct construction of sentences.
• Assessment of written language. After the first stage, you need to check the letter. To do this, the child is asked to complete certain tasks. Most often this involves rewriting text, conducting dictation, and reading letters and syllables. Based on the results of these exercises, the degree of development of written speech is determined.
• Examination of a child's hearing and vision. As well as monitoring the state of manual and speech motor skills.

Prevention of dysgraphia in younger schoolchildren is very important. Tasks for identifying this disease can be different. The most commonly used method is to determine phonemic abilities. Such exercises allow the child to demonstrate his skills:

• distinguish a specific sound in words;
• highlight pictures whose names begin with the same sound;
• repeat several syllables in a row after the teacher;
• hear incorrect pronunciation and point out mistakes.

If the child is very young and does not yet go to school, he may also develop dysgraphia. You can check this by looking at the baby’s drawings. Children who love to draw and do it often are practically not susceptible to this disease. If a child does not like to do this, and all his pictures consist of broken or trembling lines, there is a high probability of developing dysgraphia.

Ways to correct the disease

Dysgraphia in younger schoolchildren (correction, exercises and treatment will help cope with the problem) is urgent. As soon as the problem is identified, classes must begin immediately. If the disease develops, the child should be treated by a speech therapist and psychologist.

The program for correcting dysgraphia in younger schoolchildren is determined depending on the form of the disease. Parents should take this problem seriously and follow the recommendations of specialists. An excellent option would be to transfer the child to a speech therapy school, but not every city has one. Most often, parents need to work with their children themselves.

Correction of dysgraphia in younger schoolchildren is carried out in the following ways:

• conducting classes to improve memory;
• increasing vocabulary;
• remembering spelling norms;
• written assignments of various nature;
• rehabilitation in the form of massage, taking sedatives if necessary.

Stages of therapy

Elimination of dysgraphia in primary schoolchildren is carried out in four steps:

1. Diagnostics. Here you should often conduct various dictations to check the existing level of grammar. The results obtained need to be analyzed and the first conclusions drawn.
2. Preparation. Here they pay attention to the development of memory, thinking, and fine motor skills. It is very important to identify an understanding of spatial relationships.
3. Correction. From this stage, the immediate treatment of existing deviations begins. All work is aimed at three aspects: grammatical, lexical and phonetic. The goal is to correct violations and normalize the process of writing and reading.
4. Grade. The final step is where all the results are checked and final recommendations are given to parents.

Effective methods for correcting dysgraphia

Here we will discuss in more detail the most effective ways to correct the disease:

1. Word model. This exercise looks like this: the child is given a picture on which an object and a diagram of a word are drawn. The student's task is to name the object and then pronounce all the sounds of the word in order. Then match each sound with a letter and write the entire word.
2. Ebbiehaus method. The student receives a sheet of words with missing letters. He needs to insert the missing letters and rewrite the entire word.
3. and letters. The child is given a picture depicting a certain object. He needs to name this thing and write the word. Then put emphasis, divide into syllables and say them out loud. Each sound must be separated and emphasized with the appropriate color. Then you need to compare their number with the number of letters.
4. Correction of errors. Here everyone gets a few words with intentional mistakes. The student’s task is to correct this and rewrite the words in the correct form.

The most common speech therapy disease is dysgraphia in primary schoolchildren. Correction and exercises that contribute to its treatment are presented below.

“Writing out loud” task

This is probably one of the most effective exercises. There is no substitute for it; the essence is to speak out loud what is written, with the obligatory emphasis on the weak parts. This should be done slowly, pronouncing each letter clearly. For example: The cow gives milk.

The exercise is aimed at improving literacy levels. Weak beats are sounds that are not given attention during fluent speech and are pronounced incorrectly. An important point is to pronounce the word to the end, highlighting the endings. Children suffering from dysgraphia can very rarely write a complete word. They often put sticks at the end that can be mistaken for letters. However, the number of these lines does not correspond to the number of letters that should be in this word.

With the help of this task, acoustic dysgraphia is corrected in younger schoolchildren. Exercises aimed at treating the disease are quite varied. But the fundamental one is “Write Out Loud.” You need to teach your child to pronounce every written word, and then the result will not be long in coming.

Exercise “Corrector”

To complete this task you will need a boring text or a complex book. The point is that the child is not interested in reading. The only requirement is large letters to distinguish what is written. First, you need to choose an easy letter (usually a vowel) that the child knows and does not make mistakes in writing, for example “a”. The student’s task will be to find mentions of this letter and cross it out.

Then you should move on to a more complex stage. You can increase the number of letters, it is advisable to choose similar spellings, for example “l” and “m”. It is very simple to understand what exactly is causing difficulties for a child. It is necessary to conduct a dictation, during the writing of which the student will make certain mistakes. Based on these errors, weaknesses in grammar can be identified.

Correction of optical dysgraphia in younger schoolchildren is carried out using this exercise. It is very effective, since you need to strain not only your brain, but also your eyes. It must be emphasized that the text should not arouse interest in the child. He does not need to read, but to find the shape of the letter.

Exercise “Find and Explain”

To complete this task you will need several dictations written by the child. He must explain every comma placed in a particular sentence. If he does not have enough knowledge, he needs to tell the student the rules along the way. It’s even better if the teacher pushes the student to the correct answer so that he can guess and formulate his decision.

When performing the exercise, it is important to remember not to overload the child. It is recommended to parse five to six sentences from each dictation. The correct answer must be stated several times. For example, a comma between the noun “sun” and the pronoun “we” separates parts of a complex sentence. It should be noted that after each dictation it is necessary to work on mistakes.

As part of this task, acoustic dysgraphia is corrected in primary schoolchildren. The “Find and Explain” and “Write Out Loud” exercises are the most effective for solving this problem.

Tasks “Labyrinth” and “Find the missing letter”

These two exercises are quite popular, and most parents use them to develop their child’s abilities. They are also useful for correcting dysgraphia.

“Labyrinth” perfectly develops gross motor skills of children. Currently, there are a huge number of different collections where you can find excellent puzzles. If desired, parents can draw the labyrinths themselves. The child’s main task is to trace with a finger or pen from the beginning of the intricate moves to the end. The organization of prevention and correction of dysgraphia in primary schoolchildren can be based on this exercise. It is the simplest and most universal.

The exercise “Find the missing letter” is aimed at To complete it, you need the source text, where everything is in its place. Then in the same material you need to remove the letters, leaving gaps in their place. The student's task is to fill in the missing elements. The source text should not be removed, as the child needs something to build on.

When searching for material, you need to take into account the fact that it should interest the student. In this case, completing the task will turn into a game. Recently, dysgraphia has been developing more and more often in younger schoolchildren. Correction, exercises and prevention of this disease are simply necessary to protect the child from unpleasant consequences.

Handwriting correction

The fact is that for a child with dysgraphia, handwriting causes a certain difficulty. Typically, such children write either very small or extremely large. Sloppy handwriting is not a negative thing, and you shouldn’t scold a child for it.

It will take about three weeks to teach a student to write correctly. First, you need to purchase a squared notebook and ask to reproduce the text on paper. The letter should not go beyond the cell - the main rule. You need to monitor this and support the child in every possible way.

You cannot overload children; a few correctly written lines a day are an excellent result. Even if parents are tired of working with their child, it is strictly forbidden to show it, much less raise their tone. It is recommended to use pens with a ribbed surface as writing instruments, as well as pencils in the shape of a triangle.

At home, you can play with your child by giving him a pen and ink. Then he will try to write correctly so as not to spoil the game.

Many experts in this field highlight the following points:

• Methods for correcting dysgraphia are quite varied, but equally effective. Parents should work with their children, because the child’s future depends on it.
• Completing tasks requires perseverance and patience. In addition, exercises should be done regularly, at least an hour a day.
• If a specialist has specified a large amount of information for processing, then the text must be divided into several parts. This will make it easier for both the child and the adult. Overwork should not be allowed, as this will lead to whims and decreased performance.
• The most common mistake is rewriting homework several times. Parents should not force their children to do this, because it will not lead to anything good. On the contrary, the child will make a large number of mistakes, which will lead to reluctance to study.
• Support is very important, even in the most insignificant situation. Did your child complete the task? You need to praise him, but in moderation. This issue requires delicacy; you cannot overdo it. Never humiliate a child for failure. Moreover, it is forbidden to invent offensive nicknames. This negatively affects the child's psyche.

Prevention

Prevention of dysgraphia in younger schoolchildren can be expressed in impaired auditory recognition of speech sounds. From the age of 3, it is necessary to constantly check this point. If a child of this age has problems, they can be easily solved with regular exercise.

Recently, teaching children a foreign language (most often English) from 3-4 years old has become very popular. Children at this age remember new information well and perceive it easily. However, with the wrong approach to learning, a child may develop dysgraphia or dyslexia.

You should also pay attention to the correct pronunciation of words by adults. If parents repeat after their children, this can lead to certain problems. If a child speaks incorrectly, he must be immediately taught how to do it. Then he will remember better and speech will develop faster.

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Introduction

Speech therapy work in a special (correctional) school of type VIII occupies an important place in the process of correcting developmental disorders of a mentally retarded child.

This category of children is characterized by persistent disturbances of all mental activity, especially clearly manifested in the sphere of cognitive processes on which the quality of knowledge acquisition depends: the processes of perception of different modalities, memory, attention, and thinking are impaired.

A general impairment of intellectual activity, often complicated by underdevelopment of the speech-auditory and speech-motor analyzers, leads to significant difficulties in mastering speech. For normal speech activity, coordinated functioning of the entire brain and other parts of the nervous system is necessary. Meanwhile, schoolchildren with intellectual disabilities experience organic damage to the cerebral cortex, which leads to the emergence of various speech disorders. Due to the slowly developing differentiated conditional connections in the area of ​​the speech-auditory analyzer, such children do not distinguish speech sounds for a long time, do not distinguish between words spoken by others, and do not perceive the speech of others accurately and clearly enough.

Speech disorders in children in this category are systemic. All operations of speech activity turn out to be unformed in them. Weakness of motivation and decreased need for verbal communication are noted; the programming of speech activity, the creation of internal programs of speech actions, the implementation of a speech program for controlling speech, the comparison of the result obtained with the preliminary plan, its compliance with the motive and purpose of speech activity are disrupted. All components of speech are disrupted: its phonetic-phonetic side, vocabulary, grammatical structure. Insufficient development of oral speech and optical-spatial perception lead to impairments in written speech.

For the first time, A. Kussmaul pointed out violations of written speech as an independent pathology of speech activity in 1877. Modern psychology, considering writing as one of the types of speech activity, presents it as a more complex mental act than oral speech. The psychophysiological structure of writing was studied by A.R. Luria, L.S. Tsvetkova and others.

The relationship between writing impairments, on the one hand, and oral speech and hearing defects, on the other, was studied by V.A. Rai, M.E. Khvattsev, M.E. Boskis, R.E. Levina.

Disorders of written speech in primary schoolchildren were studied by L.N. Efimenkova, I.N. Sadovnikova, R.I. Lalaeva, A.N. Kornev et al. Currently, this issue remains one of the pressing problems of speech therapy. The issue of writing disorders acquires particular significance in the practice of teaching children with reduced intelligence.

Based on the study of specialized literature, contradictions were identified between the wide prevalence and variety of writing disorders among students in the junior classes of Type VIII correctional schools and the limited number of correctional technologies aimed at eliminating its violations.

In this regard, a research problem arises: eliminating writing impairments in junior grade students of Type VIII correctional schools.

Object of study: features of writing disorders in primary school students of type VIII correctional schools.

Subject of the study: methods and techniques for correcting writing impairments in primary school students of type VIII correctional schools.

Purpose of the study: to theoretically substantiate and test the effectiveness of speech therapy work to eliminate mixed dysgraphia in primary school students of type VIII correctional schools.

In accordance with the goal, the following research objectives were set:

To determine the degree of development in the theory and practice of speech therapy, the problem of writing disorders in junior grade students of Type VIII correctional schools;

To study and identify the characteristic features of writing disorders in students with intellectual disabilities;

Select special methods and techniques of correctional and speech therapy work aimed at overcoming mixed dysgraphia of primary schoolchildren with intellectual disabilities;

Research methods were determined in accordance with the specifics of the subject and object, purpose, objectives of the study:

Organizational (study of primary school students of type VIII correctional schools);

Theoretical (analysis of literature on general and special pedagogy, speech therapy, psycholinguistics, Russian language methods);

Work structure. The work consists of an introduction, three chapters, a conclusion, a list of references, and applications.

Chapter 1. Scientific and theoretical substantiation of the problem of correction of written speech disorders in primary schoolchildren with intellectual disabilities

1.1. Characteristics of speech and non-speech functions in children with intellectual disabilities

In the sixties, under the leadership of Professor A.R. Luria, a large series of studies of higher nervous activity in students with intellectual disabilities was conducted.

While experimentally studying the higher nervous activity of children with intellectual disabilities, the above-mentioned scientists identified a number of features. The most important of them is the weakness of the closure function of the cerebral cortex. It manifests itself in the difficulty of forming new conditioned connections and in the difficulty of differentiating these connections, which leads to an extremely slow pace of learning for mentally retarded children. These facts are explained by the weakness of the processes of excitation and active internal inhibition, which arises as a result of a pathological change in the functional state of all nerve cells of the cerebral cortex caused by various lesions. Brain lesions can lead to a preferential weakening of one of the nervous processes - excitation or inhibition. [41.40-43]

Among the features of the higher nervous activity of mentally retarded children, many researchers (M. S. Pevzner, V. I. Lubovsky) note pronounced inertia. The development of new conditioned connections is sharply slowed down. V.I. Lubovsky says that strengthened verbal connections turn out to be especially inert.

Thus, among the features of the higher nervous activity of mentally retarded children one can highlight: weakness of the processes of excitation and inhibition, their inertia, a tendency to frequent protective inhibition and underdevelopment of the second signaling system.

“Sensations and perceptions are the first stage of understanding the world around us,” which remains important throughout life. In children with an affected nervous system, the processes of sensation and perception are formed slowly, with a large number of features and disadvantages. The slowness and limited receptivity characteristic of mentally retarded children have a huge impact on the entire course of their mental development.

The features of perceptions and sensations of children with intellectual disabilities were studied and described in detail by E. S. Bein, K. I. Veresotskaya, E. A. Evlakhova, E. M. Kudryavtseva, M. M. Nudelman, I. M. Solovyov, etc. One of the fundamental studies of K. I. Veresotskaya convincingly proved that in mentally retarded children the rate of visual perception is slowed down. This was found out in a series of experiments using a special device - a tachistoscope, which allows you to accurately measure the time of presentation of pictures. After conducting experiments, scientists suggested slowness in mentally retarded children and other types of perceptions. Research by I.M. Solovyov, M.M. Nudelman, and others has proven that, along with a slower pace of perception, children with intellectual disabilities experience a significant narrowing of the volume of perceived material. For example, in the same cityscape visible through a window, mentally retarded children “saw” fewer objects than normal children. I.M. Solovyov explains the weakness of vision by the peculiarities of gaze movement: what normal children see immediately, oligophrenic children see sequentially. The narrowness of perception prevents the child from navigating in a new area, in an unusual situation. A mentally retarded child cannot grasp the meaning of what is happening and often becomes disoriented. Research by E. A. Evlakhova has shown that children with intellectual disabilities do not distinguish the facial expressions of people depicted in paintings and that “reading” paintings and understanding them in general poses significant difficulties for them.

Another feature of mentally retarded children is the inactivity of the perception process. They have no desire to examine the perceived object, to understand its details. This feature was discovered in the experiments of K.I. Veresotskaya. In the inverted objects, the pupils of the auxiliary school recognized completely different objects, supposedly in their usual position; they lacked the perceptual activity necessary for the mental recognition of the position of the object in space, its mental “inversion”.

The features highlighted above have been studied mainly using the example of visual perception, but, undoubtedly, they also apply to auditory and kinesthetic sensations and perceptions, which impede the normal physical development, development of speech and thinking of mentally retarded children.

Memory is a mental process, the role of which cannot be overestimated. Thanks to memory, the child records and generalizes past experiences, acquires knowledge and skills. Without it, the full development of a person’s personality is impossible.

As research has shown (Kh. S. Zamsky), mentally retarded children learn new things very slowly, quickly forget what they have learned, and do not know how to use the acquired knowledge and skills in practice in a timely manner. Due to the slowness and fragility of the memorization process, children with intellectual disabilities master the curriculum of four classes of a mass school in 7-8 years. This is due to the previously listed properties of the nervous processes of mentally retarded schoolchildren. The small volume and slow rate of formation of new conditioned connections, their fragility are due to the weakness of the closure function of the cerebral cortex. The weakening of active internal inhibition, which causes insufficient concentration of foci of excitation, makes the reproduction of educational material by many mentally retarded children extremely inaccurate. For example, having memorized several rules, when answering children often reproduce one rule instead of another; when retelling a story, they may cite fictitious details or details borrowed from another story.

Acquired conditioned connections in children with intellectual disabilities fade away much faster than in normal children, therefore, without repeated repetitions of educational material, they forget it very quickly. Most often, the physiological basis of forgetfulness in mentally retarded children is not the extinction of conditioned connections, as in ordinary forgetting, but a temporary external inhibition of cortical activity (often protective inhibition). Therefore, the most important means of strengthening memory and overcoming forgetfulness in such children is to organize a routine for their life, which would achieve maximum restoration of the strength and balance of nervous processes. In addition to the listed memory features of children with cognitive impairment, one more disadvantage can be identified, due to poor processing of perceived material. In a normal person, in the process of memorizing, impressions of the external world are subject to classification, selection, and processing. This is due to the indirect nature of memorization. But A. N. Leontiev’s research showed that indirect memorization techniques are inaccessible to mentally retarded children.

Weakness of thinking sharply reduces the quality of memory. Due to a poor understanding of the perceived material, auxiliary school students better remember the external signs of objects and phenomena in their purely random combinations. They remember internal logical connections and relationships with difficulty, since they do not isolate them. Sometimes in children with intellectual disabilities, memorizing impressions of the outside world takes on a pronounced pathological form and is called eidetic memory. For example, children, while answering a lesson, continue to see the textbook page before their eyes, but cannot convey its content in their own words.

All of the above listed features of mental processes are interconnected, are closely dependent on each other and are determined by the properties of the higher nervous activity of mentally retarded children.

Children have deviations in the development of all mental processes, but disturbances are especially pronounced in the cognitive activity of students and in their thinking. Thinking has sequentially arising in the ontogenesis of the child, then interacting in practical-effective, visual-figurative and verbal-logical forms.

Along with the underdevelopment of volitional qualities, a student with an intellectual disability experiences a general underdevelopment of the emotional sphere. Emotions reflect the meaning of phenomena and situations and manifest themselves in the form of direct experiences - pleasure, joy, anger, fear, etc. They are directly related to the intellect. The development of the emotional sphere is one of the most important conditions for the development of personality. This is facilitated by all life surrounding the child and influencing him.

In mentally retarded children, the manifestations of emotions depend on their belonging to different clinical groups. Some are characterized by sluggish, inhibited, stereotypical reactions. In others, the reactions are excessively violent, not corresponding to the strength of the stimulus that caused them, and in some cases - inadequate. Still others only occasionally exhibit deviations and actions that are not always explainable. However, everyone is characterized by emotional immaturity, undifferentiated and unstable feelings, a limited range of experiences, extreme manifestations of joy, grief, and fun. As mentioned earlier, school-age children with intellectual disabilities have difficulty understanding facial expressions and expressive movements depicted in pictures of characters. They give distorted interpretations, reducing complex and subtle experiences to more elementary ones.

Even graduates of the auxiliary school remain inaccessible to shades of feelings, complex emotions of a social and moral nature: conscience, sense of duty, responsibility, etc.

For normal speech activity, coordinated functioning of the entire brain and other parts of the nervous system is necessary. Meanwhile, schoolchildren with intellectual disabilities experience organic damage to the cerebral cortex, which leads to the emergence of various speech disorders. Due to the slowly developing differentiated conditional connections in the area of ​​the speech-hearing analyzer, such children do not distinguish speech sounds for a long time, do not distinguish between words spoken by others, and do not perceive the speech of others accurately and clearly enough.

The development of motor skills, including speech, in children with intellectual disabilities is slow. Both auditory and kinesthetic control of speech movements appear to be inaccurate.

Research by N.I. Zhinkina, R.E. Levina found that children with normal intelligence in preschool age develop phonemic, morphological and syntactic generalizations. (This is how they catch the voicing of voiceless consonants before voiced ones; they pay attention to the transition of the phoneme [o] to [a] in a weak position).

In the process of mastering speech, a normally developing child remembers not only words, but also individual morphemes: roots, prefixes, suffixes, endings - and already from the age of two, at a practical level, begins to use the rules of word formation. Active cognitive activity leads a normal child to syntactic generalizations, and then to the correct use of grammatical forms of words. The process of speech development of an anomalous child proceeds differently. A preschool child with an intellectual disability does not make such generalizations. Mentally retarded children learn individual words by imitation. Due to a violation of cortical analysis and synthesis within the auditory and speech motor analyzers, they have difficulty mastering the pronunciation side of speech.

According to R.I. Lalaeva, among the students of the auxiliary school, a significant percentage are children with disorders of the phonemic aspect of speech. Violation of sound pronunciation can manifest itself in different ways: the absence of certain sounds in the child’s speech, their distortion or replacement within one or different groups (whistling, hissing, affricates, sounds [r] and [l], a mixture of voiced and voiceless, soft and hard consonants), violation of the syllabic structure of words. Phonetic-phonemic disorders are based on defects in the perception of speech sounds, difficulties with their differentiation, and uncoordinated movements of the articulatory apparatus.

This category of children has difficulties not only with sound production, but also with its automation. There is a certain feature of these children - the inability to correctly use the existing correct articulatory settings. The correct use of a given sound in speech in children with intellectual disabilities is formed extremely slowly. This is due to organic disorders (weakness of conditioned reflex connections).

The speech development of children with speech disorders of an alalic nature is at the level of babbling and is characterized by an almost complete absence of morphological and grammatical meanings. The reason for such a complex form of speech impairment may be profound underdevelopment of the cerebral cortex.

Serious deficiencies are observed in children with intellectual disabilities and in vocabulary.

Disturbances in cognitive activity also affect the formation of passive and active vocabulary. The vocabulary is poor, limited to everyday topics. Children's vocabulary is dominated by nouns with specific meanings. Their speech is devoid of words of various grammatical categories denoting abstract concepts (formidable, whiteness); they are not familiar with the names of many specific (oak, pine) and generic concepts (plant, instrument). Certain grammatical categories are not used at all or make up a minimal percentage in their dictionary. These include participles, gerunds, adverbs, complex prepositions, and subordinating conjunctions.

No less common deficiencies in the lexical aspect of the speech of students with intellectual disabilities are incorrect understanding of words and their inaccurate use. Here we can highlight such errors as excessive expansion of the meaning of the word. Children use one word to name different objects that have external similarities (“a beetle” is a mosquito, a spider, an ant). Confusion of words, and hence their inaccurate use, can also arise on the basis of phonetic similarity. Violation of sound analysis and synthesis, inability to mentally reproduce a sequence of sounds prevent the distinction of words that are phonetic paronyms. Students mix the words “elderberry” - “bead”, “loaf” - “bud”. There are errors of the opposite nature, when a student uses a word to name only one object from a group of similar ones. In this case, the words lose their generalizing function, acquiring similarity in meaning to a proper name (“the square” is a place near this school).

The process of mastering the syntactic aspect of speech by children with intellectual disabilities is also difficult.

The low prevalence of proposals is remarkable. Children use simple, short constructions, most often using as secondary members the names of the specific object to which the action is transferred (they bought a book), the persons to whom the action is directed, and the location of the action. Rarely, minor members can be expressed by adverbs, qualitative adjectives (“factory”), or a combination of a noun with a preposition to express the reason and purpose of an action (“due to illness”).

This category of children has omissions of words and phrases necessary to construct a phrase, which leads to a distortion of the meaning of the statement. Complex and complex constructions are very rarely used in speech. [41.187-211]

Often there is a violation of the connection of words in a sentence. These errors appear when agreeing between subject and predicate, noun and adjective, and in prepositional control due to the omission or incorrect use of a preposition.

In sentences, there is often a violation of word order.

When characterizing the state of coherent speech of children with intellectual disabilities, it is necessary to immediately note that, unlike children with normal development, in whom this form of speech appears in preschool age, mentally retarded children without special training are not able to master the skills of coherent utterances.

A.K. Aksenova notes characteristic violations of coherent speech in this category of children: lack of completeness and development in the statement, violation of the correct sequence when reproducing events, distortion of the logical dependence of phenomena, absence or incorrect use of linguistic means of communication (pronouns, adverbs), impoverishment of speech, its lack of expressiveness.

Children in this category linger for a long time at the stage of question-answer and situational speech. The transition to independent expression is very difficult for these children. In the process of generating coherent statements, mentally retarded schoolchildren need gradual stimulation from an adult, systematic help, which manifests itself either in the form of questions or a hint. The contextual form of speech is especially difficult. Situational speech, i.e. based on clarity, on a specific situation, it is much easier.

Thus, this category of children is characterized by persistent disturbances of all mental activity, especially clearly manifested in the sphere of cognitive processes on which the quality of acquired knowledge depends: the processes of perception of different modalities, memory, attention, and thinking are impaired. Oral speech disorders are diverse, of different origins, and are difficult to correct.

1.2. Specific writing impairments in primary schoolchildren with intellectual disabilities

Written speech and, in particular, writing is a complex mental process. Its psychophysical structure is presented in the works of A.R. Luria, L.S. Tsvetkova.

The relationship between writing impairments, on the one hand, and oral speech and hearing defects, on the other, is described in the works of: F.A. Pay, M.E. Khvattseva, R.M., R.E. Levin.

Impaired written speech in younger schoolchildren was described in their works by: L.N. Efimenkova, I.N. Sadovnikova, R.I. Lalaeva, A.N. Kornev and others. Currently, this issue remains one of the pressing problems of speech therapy. The issue of written speech disorders acquires particular significance in the practice of teaching children with intellectual disabilities

According to M.E. Khvatseva, V.V. Voronkova, writing impairments in children with intellectual disabilities are observed much more often than in children with normal intelligence. This is due to underdevelopment of cognitive activity, impaired oral speech, unformed language generalizations, impaired activity of the speech-auditory, speech-motor and visual analyzers, and peculiarities of the organization of mental activity. It is noted that impairments in written speech in children with intellectual disabilities are more persistent, which is directly related to the underdevelopment of cognitive activity, in which all mental processes suffer or are underdeveloped: perception, attention, memory, thinking, imagination. According to M.E. Khvatseva, V.V. Voronkova (log), writing impairments in schoolchildren with reduced intelligence differ significantly more often than in children with normal intelligence.

Dysgraphia in children with intellectual disabilities is accompanied by common spelling errors. This is explained by the fact that the application of rules requires a fairly high level of assimilation of linguistic patterns and the formation of linguistic generalizations.

Volkova L.S. notes that the high prevalence and characteristics of dysgraphia symptoms in students with intellectual disabilities are due to underdevelopment of cognitive activity, impaired oral speech, unformed language generalizations, impaired speech-auditory, speech-motor and visual analyzers, impaired structure of writing operations, and peculiarities of the organization of mental activity.

The symptoms of dysgraphia in this category of schoolchildren are characterized by a large number and variety of errors in writing and the complexity of their mechanisms (V.V. Voronkova, E.M. Gopichenko, E.F. Sobotovich), most often manifested in a complex form, in a complex, in a combination of various forms (acoustic and articulatory-acoustic, etc.).

If auditory attention and memory are not formed, students with intellectual disabilities experience difficulties when switching from one type of activity to another, have difficulty retaining a sentence of 4-5 words in memory, and find it difficult to reproduce it. Writing from memory based on auditory perception is practically inaccessible. They do not perceive the teacher’s speech addressed to the class well. They don't understand complex instructions.

The lack of formation of visual attention, perception and memory prevents correct, conscious reading. Children make many mistakes when copying, cannot find errors when checking their own written work, and do not know how to use tables, posters, samples given in the textbook or on the board.

Due to the immaturity of phonemic perception, children with intellectual disabilities slowly master syllable and sound-letter analysis. In the works of such students there are a large number of different errors: omissions, underwriting of words, adding extra letters and syllables to words, rearrangements of letters and syllables within a word, gross distortion of words. Continuous writing of words, arbitrary division of words.

If phonemic hearing is not formed, students find it difficult to distinguish phonemes of their native language. In writing, this manifests itself in the form of a mixture of letters in terms of voicedness and deafness, in terms of acoustic-articulatory similarity, etc.

When spatial perception is undeveloped, in the written works of schoolchildren with intellectual disabilities, errors in mixing the elements of some letters, incorrect connection of letters, and mirroring are very common.

Gross underdevelopment of the lexical and grammatical side of speech is manifested in the structural construction of the sentence. Inability to use grammatical connections in a sentence (coordination and control) leads to agrammatism in writing. The vocabulary of this category of children is poor and imprecise. The quantitative side of the dictionary is limited to everyday life. Violation of the qualitative side of the dictionary lies in the inability to correctly change words and form new ones.

When auditory perception is not formed, children learn the rule, but cannot use it when writing. Younger schoolchildren with intellectual disabilities have difficulty identifying a stressed vowel, much less unstressed vowels, and therefore cannot find test words. If phonemic hearing is not formed, students also make mistakes when selecting test words. In addition, the correct choice of test words is hampered by poor vocabulary and lack of linguistic flair.

The symptoms of dysgraphia, accompanied by severe intellectual impairments, gradually smooth out with targeted correctional and speech therapy, but do not disappear completely.

Thus, written speech disorders are a common speech disorder in schoolchildren with intellectual disabilities, which have a diverse and complex pathogenesis.

In children with intellectual disabilities, dysgraphia most often manifests itself in a complex form, in a combination of various forms.

writing intelligence dysgraphia speech

Chapter 2. Corrective work to eliminate dysgraphia: directions and content

2.1 Diagnosis of dysgraphia. Characteristics of dysgraphic errors

Dysgraphia is a partial disorder of the writing process, manifested in persistent, repeated errors caused by the immaturity of the higher mental functions involved in the writing process.

In modern literature, various terms are used to refer to specific writing disorders. Partial writing impairments are called dysgraphia, complete inability to write is called agraphia. In a number of countries (for example, in the USA), reading and writing disorders are defined by the same term “dyslexia”. In other countries, specific writing disorders are defined by the term “dysorthography” (for example, in France).

In Russian literature, the terms “dysgraphia” and “dysorphography” are contrasted, i.e., differentiated.

For differential diagnosis of these disorders, it is necessary to clarify the criteria on the basis of which errors in dysgraphia and dysorthography are distinguished. This main criterion is the spelling principle that is predominantly violated. It is known that in Russian orthography the following basic principles are distinguished: phonetic (phonemic), morphological, traditional.

The phonetic (phonemic) principle of spelling is based on sound (phonemic) analysis of speech. Words are written as they are heard and pronounced (house, grass, ditch, hear). The writer analyzes the sound composition of the word and denotes sounds with certain letters. Thus, to implement the phonemic principle of writing, the formation of phoneme differentiation and phonemic analysis is necessary.

The morphological principle is that the morphemes of a word (root, prefix, suffix, ending) with the same meaning have the same spelling, although their pronunciation in a strong and weak position may be different (house - do(a)ma, table - hundred(a)ly, s(h)zhat). The use of the morphological principle presupposes the ability to identify meaningful morphemes of a word, determine the morphological structure of a word, and identify morphemes with the same meaning, the pronunciation of which may differ in different phonetic conditions. The level of development of morphological analysis is closely related to the development of vocabulary and grammatical structure of speech.

And finally, the traditional principle assumes a spelling of a word that has developed in the history of the development of writing and cannot be explained by the phonetic or morphological principle of spelling.

Taking into account the principles of spelling, we can conclude that dysgraphia is predominantly associated with a violation of the implementation of the phonetic principle, and with dysorthography, the use of morphological and traditional principles of spelling is disrupted.

In accordance with the definition of the term “dysgraphia,” the following features of errors in dysgraphia can be distinguished:

1. Errors in dysgraphia are persistent and specific, which makes it possible to distinguish these errors from “growth” errors, “physiological” (according to B. G. Ananyev) errors that naturally occur in children when mastering writing. It should be noted that errors in dysgraphia are similar in appearance to so-called physiological errors. However, with dysgraphia, these errors are more numerous, repeated and persist for a long time.

2. Dysgraphic errors are associated with the immaturity of higher mental functions involved in the writing process - differentiation of phonemes by ear and in pronunciation, analysis of sentences into words, syllabic and phonemic analysis and synthesis, lexico-grammatical structure of speech, optical-spatial functions.

Violations of elementary functions (analyzer) can also lead to writing disorders. But these writing disorders are not considered dysgraphia.

Writing disorders in children (for example, with mental retardation) may be associated with pedagogical neglect, with impaired attention and control, which disorganize the entire process of writing as a complex speech activity. However, in this case, errors, if they are not associated with the immaturity of higher mental functions, are not specific, but variable in nature and therefore are not dysgraphic.

3. Errors in dysgraphia are characterized by a violation of the phonetic principle of writing, i.e. errors are observed in a strong phonetic position (lopada - instead of a shovel, dm - instead of a house), in contrast to spelling errors, which are observed only in a weak phonetic position (vadina - instead of water, trova - instead of grass).

4. Errors are characterized as dysgraphic when they are observed in school-age children.

In preschool children, writing is accompanied by numerous errors, similar in nature and manifestation to dysgraphic ones. However, in preschool children, many mental functions that support the writing process are not yet sufficiently formed. Therefore, these errors are natural, “physiological”.

The following groups of errors in dysgraphia are distinguished:

1. Distorted spelling of letters.

2. Replacement of handwritten letters: a) graphically similar (for example, l-m); b) denoting phonetically similar sounds (for example, d-t).

3. Distortions of the sound-letter structure of the word: rearrangements, omissions, additions, perseverations, contamination of letters, syllables (for example, spring - instead of spring, stana - instead of country, zharvnok - instead of Lark).

4. Distortions of the structure of the sentence: separate spelling of words, combined spelling of words, contamination of words (for example, rooks are flying strangely - instead of rooks flying from warm countries).

5. Agrammatisms in writing (for example, many pencils, trees, no keys).

When analyzing the works of a number of authors, differences in the interpretation of the origin of dysgraphic errors were noted. The basis of substitutions and mixtures of letters when writing R.E. Levina, L.F. Spirova, A.V. Yastrebova, A.N. Kornev see insufficient development of phonemic hearing (either primary or secondary), I.N. Sadovnikova - incorrect designation of a sound by a letter.

The basis for missing letters is a violation of sound analysis (I.N. Sadovnikova, A.N. Kornev).

I.N. Sadovnikova associates the permutations of letters only with the insufficiency of sound analysis. At the same time, A.N. Kornev points to a violation of phonemic analysis with insufficiency of auditory-verbal memory and attention.

The reason for inserting the letters I.N. Sadovnikova sees the appearance of overtones when slowly pronouncing a word during writing. Other authors explain them by the immaturity of phonemic hearing and perception.

Errors that manifest themselves in violation of the structure of a sentence, highlighting the boundaries of a sentence are explained not only by a poor vocabulary, limited understanding of words (R.E. Levin), but also by the state of intellectual abilities and prerequisites for intelligence: voluntary concentration and switching of attention, dynamic praxis (A.N. Kornev).

Agrammatisms expressing violations of coordination and control are explained by most authors in the same way: poverty of vocabulary, insufficient linguistic communication, immaturity of morphological analysis and syntax.

Optical errors when writing R.I. Lalaeva explains by the undifferentiation of ideas about similar forms of underdevelopment of optical-spatial perception of visual analysis and synthesis. I.N. Sadovnikova, A.N. Kornev is distinguished from the group of optical errors of mixing letters by kinetic similarity, explaining them by the immaturity of the kinesthetic and dynamic side of the motor act, and the slow formation of kinema.

All researchers note that students with writing disorders make a large number of errors on spelling rules.

The current classification options for writing errors reflect the views of researchers on the likely mechanisms of their occurrence.

The most reasonable is the classification of dysgraphia, which is based on the immaturity of certain operations of the writing process (developed by employees of the Department of Speech Therapy of the Leningrad State Pedagogical Institute named after A. I. Herzen). The following types of dysgraphia are distinguished: articulatory-acoustic, based on violations of phoneme recognition (differentiation of phonemes), based on violations of language analysis and synthesis, agrammatic and optical dysgraphia.

Articulatory-acoustic dysgraphia is in many ways similar to the dysgraphia identified by M. E. Khvattsev due to oral speech disorders.

The child writes as it is pronounced. It is based on the reflection of incorrect pronunciation in writing, relying on incorrect pronunciation.

Articular-acoustic dysgraphia manifests itself in substitutions and omissions of letters corresponding to substitutions and omissions of sounds in oral speech. But replacements and omissions of sounds are not always reflected in the writing. This is due to the fact that in some cases compensation occurs due to preserved functions (for example, due to clear auditory differentiation, due to the formation of phonemic functions).

Dysgraphia based on violations of phoneme recognition (differentiation of phonemes) is acoustic dysgraphia.

Manifests itself in substitutions of letters corresponding to phonetically similar sounds. At the same time, in oral speech, sounds are pronounced correctly, most often the letters denoting the following sounds are replaced: whistling and hissing, voiced and voiceless, affricates and components included in their composition (ch - t; ch -sch; ts - t; ts - s ). The softness of consonants in writing is incorrectly indicated due to a violation of the differentiation of hard and soft consonants. Vowels can be replaced even in a stressed position, for example, o - u.

There is no consensus on the mechanisms of this type of dysgraphia. This is due to the complexity of the phoneme recognition process.

According to researchers (I.A. Zimnyaya, E.F. Sobotovich), the multi-level process of phonemic recognition includes various operations. - During perception, auditory analysis of speech is carried out (analytical decomposition of a synthetic sound image, isolation of acoustic features with their subsequent synthesis).

The acoustic image is translated into an articulatory solution, which is ensured by analysis and the preservation of kinesthetic perception and ideas.

Auditory and kinesthetic images are retained for the time necessary to make a decision.

The sound is correlated with the phoneme, and the phoneme selection operation occurs.

Based on auditory and kinesthetic control, a comparison with the sample is carried out and then a final decision is made.

In the process of writing, the phoneme is correlated with a certain visual image of the letter. Correct writing requires a more subtle auditory differentiation of sounds than oral speech. A slight lack of auditory differentiation in oral speech can be compensated for by motor stereotypes and kinesthetic images fixed in speech experience. In the process of writing, in order to correctly distinguish and select a phoneme, a subtle analysis of all the acoustic features of sound that are meaningful is necessary.

On the other hand, in the process of writing, differentiation of sounds and selection of phonemes are carried out on the basis of trace activity, auditory images, and representation. Due to the vagueness of auditory ideas about phonetically similar sounds, the choice of one or another phoneme is difficult, which results in substitutions of letters in the letter.

Today, a relevant classification is based on the immaturity of certain writing operations: optical, articular-acoustic, acoustic, agrammatic, dysgraphia due to violations of language analysis and synthesis, which was developed by the Department of Speech Therapy. Herzen Institute Lalaeva R.I.

2.2.Principles of correctional work to eliminate dysgraphia

Speech therapy intervention should be based on special principles:

Enthiopathogenetic principle, it is necessary to take into account the totality of etiological factors that cause the occurrence of disorders of oral and written speech, the content of speech therapy influence depends on the mechanism of speech disorder;

The principle of a systematic approach suggests the need to take into account the structure of the defect in speech therapy work, determining the leading disorder, the relationship between primary and secondary symptoms;

The principle of a differentiated approach is carried out on the basis of taking into account the age and individual characteristics of the child;

The ontogenetic principle involves taking into account the patterns and sequence of formation of various forms and functions of speech;

The principle of the activity approach shows the need for one’s own activity in mastering the material: reliance on the leading form of activity (for younger schoolchildren with intellectual disabilities - play);

Reliance on preserved forms of activity;

The principle of relying on a intact link of mental function, on intact analyzers, on their interaction (the principle of a workaround);

The principle of the development of speech and other mental processes, which involves influencing impaired speech based on other mental processes, which involves the formation of linguistic generalizations based on sensory cognition;

The principle of control, which determines the need for a constant flow of feedback signaling, which ensures the fusion of the action being performed and the original intention and the timely correction of errors;

The principle of the gradual formation of speech activity and correction of speech disorders - takes into account the factors of constructing a methodology for speech therapy work: the gradual complication of the forms and functions of speech, types of speech activity (the acquisition of each speech skill must be preceded by the creation of a functional basis for it), the gradual complication of the nature of tasks and speech material;

The principle of accessibility, taking into account the individual and age characteristics of the child when selecting materials for work.

The organization of effective correctional training is impossible without conducting a thorough, comprehensive diagnosis, the task of which is to identify the nature of the pathology, its structure, and individual characteristics of manifestation. Therefore, there is no doubt about the importance of special correctional classes to correct the speech deficiencies of students with developmental disabilities in the general system of correctional educational work in a Type VIII school.

The characteristics of children with developmental disabilities are manifested not only in the underdevelopment of higher forms of cognitive activity, but also in the inferiority of their speech development. The system of speech therapy classes for students of a special (correctional) school of the VIII type is built taking into account the specifics of the main defect of children and provides for the gradual elimination of speech deficiencies of students. At the first stage, the task of eliminating gaps in distinguishing the sound side of speech is solved (development of phonemic hearing, clarification of the pronunciation of existing sounds, formulation of missing ones), fixing the visual image of the letter, comparing it with the sound. Differentiation of sounds in oral and written speech.

The objectives of the second stage are to clarify the existing vocabulary, further enrich the vocabulary, develop and improve the grammatical format of speech.

At the third stage, the main attention is paid to the formation and development of coherent speech.

At the fourth stage, the development of coherent speech continues, and attention is also paid to the formation of skills in writing business papers.

First of all, the articulatory apparatus should be developed in strict accordance with the clinical form of the speech disorder. Sound production is carried out individually. Automation and differentiation of sounds is carried out in group and frontal classes.

The main directions of correctional education for children with acoustic dysgraphia are the following:

1. Development of phonemic awareness.

2. Teaching simple and complex forms of sound-letter analysis and word synthesis.

3. Clarification and comparison of sounds in pronunciation terms, relying on auditory and visual perception, as well as tactile and kinesthetic sensations.

4. Isolation of certain sounds at the level of syllable, word, phrase, sentence and text.

5. Determining the position of a sound in relation to others.

When eliminating optical dyslexia and dysgraphia, in parallel with the development of spatial representations, visual analysis and synthesis, work is also carried out on the speech notations of these relationships: on the understanding and use of prepositional constructions and adverbs.

An important place in eliminating optical dyslexia and dysgraphia is occupied by work on clarifying and differentiating the optical images of mixed letters.

For better assimilation, they are correlated with any similar objects with images: O with a hoop, 3 with a snake, F with a beetle, P with a crossbar, U with ears, etc. Various riddles about letters are used, feeling the relief letters and recognizing them, construction from elements, reconstruction, sketching.

The differentiation of mixed letters is carried out in the following sequence: differentiation of isolated letters, letters in syllables, words, sentences, text.

Correctional work with children on the development of language analysis and synthesis also includes:

work on intellectual development (development of mental activity: memory, perception, attention);

development of fine motor skills of the fingers (finger games
exercises on tracing objects, drawing on stencils, cells, painting contour images with lines, dots, vertical and horizontal strokes, exercises with scissors);

development of perception and understanding of speech (gradually increasing complexity of instructions, everyday and play situations, grammatical structures, expansion of vocabulary in accordance with generally accepted lexical and semantic topics);

development of expressive speech, phrase formation, distribution (with the help of definitions and homogeneous members) and use of simple sentences in speech.

1. Teaching the coherence of a statement:

Maintaining word order in sentences;

Mastering the skill of differentiating a coherent text from a set of words, phrases, sentences, etc.

Constructing a statement without omitting sentence parts and unnecessary repetitions;

Composing a statement from 2-3 phrases connected to each other in a chain way using lexical repetitions, personal pronouns, adverbs (before, then, there) as “links”.

2. Consolidation of the most productive word-formation models:

Formation of diminutive nouns with suffixes: -k-, -ik-, -chik-;

Formation and differentiation of reflexive and non-reflexive verbs;

Formation of possessive adjectives with the suffix -in-:

3. Formation of the most productive and semantically simple forms:

Differentiation of singular and plural nominative cases of nouns;

Practicing non-prepositional constructions of singular nouns;

Agreement between a noun and a verb in the present tense of the 3rd person in number.

1. Mastering linguistic means of interphrase communication:

Mastering grammatical models of phrases and sentences;

Familiarization with the grammatical features of parts of speech.

2. Work on word formation of less productive models:

Diminutive nouns with the suffixes -onk-, -enk-, -yshk-;

Formation of nouns with the suffix -nits-;

Formation of nouns with the suffix -ink-, with the suffix -in-;

Formation and differentiation of perfective and imperfective verbs;

Possessive adjectives with the suffix -i-, without alternation;

Relative adjectives with the suffixes -n-, -an-, -yan-, -enn-.

3. Formation of the most complex and less productive forms of inflection:

Understanding and use of prepositional case constructions with nouns in oblique cases;

Consolidation of non-prepositional forms of plural nouns; - differentiation of verbs 1st, 2nd, 3rd person present tense;

Agreement of nouns and past tense verbs in person, number and gender;

Agreement between adjective and noun in the nominative singular and plural.

1. Mastery of more complex types of means of interphrase communication:

Consolidating the system of linguistic means that implement the coherence of speech.

2. Clarification of the meaning and sound of unproductive word-formation models:

Formation of animal names;

Possessive adjectives with the suffix -i- with alternation;

Relative adjectives with the suffixes -an-, -yan-, -enn-.

3. Consolidation of less productive forms of inflection that are more complex in semantics and external design:

Consolidating the skill of using prepositional case constructions with nouns in indirect cases;

Agreement of adjectives and nouns in indirect cases;

Agreement of pronouns with nouns.

Thus, the areas of speech therapy work to correct written speech disorders are varied. Each form of dysgraphia has specific features and its own specifics of correctional work. But the main goals of correcting written speech disorders are: the development of correct sound pronunciation, phonemic hearing, visual and auditory analysis and synthesis, the development of coherent speech, which serve one purpose: the development of literate writing.

Conclusion

The study confirmed that written language disorders of type VIII primary school students manifest themselves against the background of gross impairment of cognitive activity, dysarthric disorders, and abnormal development in general, due to organic damage to the central nervous system.

A general impairment of a child’s intellectual activity, often complicated by underdevelopment of speech-auditory, speech-motor, and analyzers, leads to significant difficulties in mastering oral speech. The relationship between writing impairments, on the one hand, and oral speech and hearing defects, on the other, was studied by F.A. Rau, M.E. Khvattsev, M.E. Boskis, R.E. Levina.

Modern psychology, considering writing as one of the types of speech activity, presents it as a more complex mental act than oral speech. The psychophysiological structure of the writing process was studied by: A.R. Luria, L.S. Tsvetkova. Violations of written speech in primary schoolchildren were studied by L.N.Efimenkova, I.N.Sadovnikova, R.I.Lalaeva, A.N.Kornev and others. Different authors express slightly different views on the causes and mechanisms of writing impairment. Currently, this issue remains one of the pressing problems of speech therapy. The issue of writing impairments acquires particular significance in the practice of teaching children with intellectual disabilities.

Speech disorders in this category of children are systemic in nature, that is, speech suffers as an integral functional system. All its components are violated: the phonetic-phonemic aspect, the lexical-grammatical structure of speech. The levels of generation of speech utterances (semantic, linguistic, sensorimotor levels) are impaired to varying degrees. The most underdeveloped are the highly organized levels (semantic, linguistic), which require a high degree of formation of the operations of analysis, synthesis, and generalization.

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