Correction

Written speech

Correctional

schools

Introduction………………………………………………………………3 - 6

Writing impairment in the mentally retarded
schoolchildren…………………………………………………………...6 - 7

Features of work on correction
writing disorders……………………………………………….7

Tasks and directions
correctional work…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Types of correction work
writing disorders……………………………………….11 - 20

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

According to M.E. Khvattsev, D.I. Orlova, V.V. Voronkova, writing disorders in mentally retarded schoolchildren are noted much more often than in children with normal intelligence.

The symptomatology of dysgraphia in mentally retarded schoolchildren is 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, K.K. Karlep, D.I. Orlova).

Dysgraphia in mentally retarded schoolchildren manifests itself most often in a complex form, in a complex, in a combination of various forms (dysgraphia based on language analysis and synthesis and acoustic dysgraphia, acoustic and articulatory-acoustic dysgraphia, etc.).

The high prevalence and features of the symptoms of dysgraphia in mentally retarded children are due to underdevelopment of cognitive activity, impaired oral speech, unformed language generalizations, impaired activity of the speech-auditory, speech-motor and visual analyzers, a violation of the structure of writing operations, and peculiarities of the organization of mental activity.

Violation of analytical and synthetic activity is manifested in mentally retarded children both in the analysis of the morphological structure of the word, and in the analysis of the structure of the sentence, the sound structure of the word. Fuzzy ideas about the sound-syllabic structure of the word leads to a large number of omissions, permutations of letter substitutions. Vague ideas about the morphological structure of the word cause a large number of agrammatisms, distortions of prefixes, endings, especially in independent writing. Violation of the analysis of the sentence structure is manifested in the omission of words, their continuous spelling, in mentally retarded children is associated with defects in the pronunciation of speech sounds.

In children with dysgraphia, there is a lack of formation of many higher mental functions: visual analysis and synthesis, spatial representations, auditory-pronunciation differentiation of speech sounds, memory disorders, attention, emotional-volitional sphere.

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

As in dyslexia, errors in dysgraphia are persistent and specific, which makes it possible to distinguish these errors from errors of “growth”, “physiological” (according to B.G. Ananiev) errors that naturally occur in children when mastering writing.

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

Errors in dysgraphia are characterized by a violation of the phonetic principle of writing, i.e. errors are observed in strong phonetic position ( paddle- instead of shovel, dm- instead), in contrast to spelling errors, which are observed only in a weak position ( vadyanoy - instead of water, lady - instead of Houses).

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

There are three groups of errors in dysgraphia:

graphically similar ( c - e; l - m; c - w);

denoting phonetically similar sounds ( d–t; b - p; g - k).

Based on modern ideas about the essence of dysgraphia, the most significant criterion for classifying dysgraphia is the lack of formation of one or another mental function, the lack of formation of certain operations of the writing process. With this in mind, the following types of dysgraphia can be distinguished:

articulatory-acoustic dysgraphia- dysgraphia on the basis of speech disorders. The mechanism of this type of dysgraphia is the incorrect pronunciation of speech sounds, which is reflected in the letter: the child writes the words the way he pronounces them. According to R.E. Levina, G.A. Kashe, L.F. Spirova and others, pronunciation deficiencies are reflected in writing only when they are accompanied by a violation of auditory differentiation, unformed phonemic representations. Articulatory-acoustic dysgraphia manifests itself in mixtures, substitutions, omissions of letters, which correspond to mixtures, substitutions, and the absence of sounds in speech.

Dysgraphia due to violation of language analysis and synthesis. The mechanism of this type of dysgraphia is a violation of the analysis of sentences into words, syllabic and phonemic analysis and synthesis.
The unformedness of the analysis of sentences into words is found in the continuous spelling of words, especially prefixes and roots. The most common mistakes in this type of dysgraphia are distortions of the sound-letter structure of the word, due to the underdevelopment of phonemic analysis, which is the most complex form of language analysis. The most common errors are:

omissions of consonants during confluence (doji - rains, decks - days, make up - make up);

omissions of vowels (girls - girls, went - let's go, period - wheelbarrow);

permutations of letters (packets - droplets, kulka - doll);

adding letters (spring - spring);

omissions, additions, permutations of syllables vesiped - bicycle).

Agrammatic dysgraphia, this type of dysgraphia manifests itself in agrammatisms in pisma and is due to the lack of formation of the lexical and grammatical structure of speech (G.I. Lalaeva, G. Syatka-Vysotska, S.B. Yakovlev, etc.). Agrammatisms in writing are noted at the level of a word, phrase, sentence, text. Most often, morphological and morphosyntactic agrammatisms, violations of coordination and control are found. For example: Behind the house (behind the house) is a barn. Vasya and Kolya were painting the grove (Vasya and Kolya came to the grove).

Optical dysgraphia. This type of dysgraphia is due to the lack of formation of visual-spatial functions: visual analysis and synthesis, spatial representations. The most common mistakes are:

distorted reproduction of letters in a letter (incorrect reproduction of the spatial ratio of letter elements, mirror spelling of letters, underwriting of elements, extra elements);
substitutions and mixing of graphically similar letters. As with dyslexia, most often either letters are mixed that differ in one element ( p - t, l - m, i - w), or letters consisting of the same or similar elements, but differently located in space ( c - e, e - s). Optical dysgraphia is divided into literal And verbal. Literal dysgraphia manifests itself in the difficulty of reproducing even isolated letters. In verbal dysgraphia, the reproduction of isolated letters is preserved. However, when writing words, there are distortions of letters, replacement and mixing of graphically similar letters, contextual influences of neighboring letters on the reproduction of the visual image of a letter.

Writing disorders in mentally retarded schoolchildren

According to M.E. Khvattsev, D.I. Orlova, V.V. Voronkova, writing disorders in mentally retarded schoolchildren are noted much more often than in children with normal intelligence.

Symptoms of dysgraphia in mentally retarded schoolchildren are characterized by a large number of errors and a variety of errors in writing and the complexity of their mechanisms (V.V. Voronkova, E.M. Gopichenko, E.F. Sobotovich, K.K. Karlep, D.I. Orlova) .

Dysgraphia in mentally retarded children is accompanied by common spelling errors. This is because the application of many rules requires sufficient high level assimilation of language patterns, formation of language generalizations.

Disturbances in the development of speech are accompanied, on the one hand, by disorders in mastering written speech, and on the other, by difficulties in using spelling rules.

The high prevalence and features of the symptoms of dysgraphia in mentally retarded children are due to underdevelopment of cognitive activity, impaired speech habits, unformed language generalizations, impaired activity of the speech-auditory, speech-motor and visual analyzers, a violation of the structure of writing operations, and peculiarities of the organization of mental activity.

Violation of analytical and synthetic activity is manifested in mentally retarded children both in the analysis of the morphological structure of the word, and in the analysis of the structure of the sentence, the linguistic structure of the word. The fuzziness of ideas about the sound-syllabic structure of the word leads to a large number of omissions, permutations, and substitutions of letters. Vague ideas about the morphological structure of the word cause a large number of agrammatisms, distortions of prefixes, suffixes, endings, especially in independent writing. Violation of the analysis of the structure of the sentence is manifested in the omission of words, their continuous spelling, separate spelling of the word. A large number of errors in mentally retarded children is associated with defects in the pronunciation of speech sounds.

Features of work

for the correction of violations of written speech

When eliminating violations of written speech in mentally retarded schoolchildren, it is necessary to take into account the features of higher nervous activity, psychopathological features of children.

In this regard, the correction of reading and writing disorders in the auxiliary school should be closely related to the development of cognitive activity, analysis, synthesis, comparison, generalization, abstraction. Thus, the comparison of phonetically similar sounds is widely used (when eliminating acoustic, articulatory-acoustic dysgraphia, phonemic dyslexia), analysis of the sentence structure, sound-syllabic structure of the word (when eliminating phonemic dyslexia and dysgraphia on the basis of a violation of linguistic analysis and synthesis), the development of visual spatial analysis and synthesis (with the elimination of optical dyslexia and dysgraphia).

When eliminating violations of written speech in an auxiliary school, it becomes necessary to develop various mental functions, starting with the most elementary forms. Thus, the development of phonemic analysis and synthesis begins with the selection of a vowel sound against the background of others, the development of syllabic analysis begins with the use of auxiliary means.

The elimination of reading and writing disorders is carried out in close connection with the correction of violations of oral speech as a system with the correction of defects in sound pronunciation, the phonemic side of speech, and the lexical and grammatical structure.

Reading disorders in mentally retarded schoolchildren appear already in the 1st grade, i.e. earlier than the writing disorders that are detected in these children from the 2nd grade. This is due to the greater complexity of the writing process, which is acquired by mentally retarded children later than the reading process. In this regard, in an auxiliary school, speech therapy work should begin with the correction of reading disorders, while simultaneously carrying out the prevention of dysgraphia, since the mechanisms of dyslexia and dysgraphia are largely similar.

Tasks and directions

corrective work

Identification of children of the "risk group" who detect specific errors in writing

Naturally, errors in a letter are fixed by the hand of the writer himself. Numerous corrections of the children themselves, which are not always carried out properly, testify to fluctuations in the choice of a letter when writing. children should be taught to cross out the wrong spelling and sign the desired letter on top, otherwise, when rereading, the child will still it is not clear which are associated with one sound. In this regard, there is a need to develop a system for identifying and accounting for specific errors.

The main task is a thorough study of the characteristics of the writing of younger students - with all its hesitations and doubts, reflected in the child's own corrections. Specific errors are not crossed out and not corrected, but are taken out to the margins of the notebook.

This method of processing the text of a written work will save you from haste and inaccuracies in interpreting errors. The conclusion about violations of the letter should not be based on the material of one or two works of the student. Class notebooks, as they are filled out, are presented by the child - to study the nature of specific errors and their frequency.

Correctional work is carried out at the phonemic, lexical and syntactic levels.

Corrective work at the phonetic level carried out in the following areas:

development of auditory perception, auditory attention, auditory memory;

development of manual and speech motor skills;

development of visuospatial functions;

the formation of temporary representations;

rhythm development;

formation of mental operations of analysis, synthesis, comparison, generalization, etc.;

development of articulatory motility;

formation of phonemic analysis and synthesis;

clarification of the articulatory and acoustic image of pronounced sounds.

Phonemic representations are formed in children as a result of observing various variants of phonemes, their comparison and generalization. This is how permanent phonemic representations are formed - the ability to perceive each speech sound in various versions of its sound as identical to itself. Articulatory kinesthesias play an invaluable role in the formation of permanent phonemic representations. For this reason, from the first lessons, children's attention is drawn to the work of the articulatory apparatus in order to make it sufficiently controllable, to teach children to evaluate their muscle sensations when pronouncing sounds, words, associating these sensations with acoustic stimuli.

At the initial stages of performing articulatory exercises, reliance on visual, tactile perception, kinesthetic sensations is used; at subsequent stages, the correctness of performing exercises is based mainly on kinesthetic sensations.

The development of articulatory motor skills is carried out in the process of articulatory gymnastics. For clear articulation, strong, elastic and mobile organs of speech are needed - tongue, lips, soft palate. Articulation is associated with the work of numerous muscles, including chewing, swallowing, mimic; the process of voice formation occurs with the participation of the respiratory organs (larynx, trachea, bronchi, lungs, diaphragm, intercostal muscles). Therefore, developmental exercises are necessarily included. speech breathing and voices. When conducting articulatory gymnastics, game techniques are used, for example, “The Tale of the Tongue”, which is due to the age and psychological characteristics of schoolchildren with mental retardation. First, the teacher, using a game technique, shows the exercise and describes it. Then the exercise is performed by all children, the teacher controls the implementation of the exercise by each child. With those children who do not succeed in the exercise, individual work is carried out.

The pure speech of children is fixed in tongue twisters, nursery rhymes, tongue twisters, poems, which are learned systematically in correctional classes.

The development of auditory perception, auditory attention, auditory memory occurs at each lesson. Sample games and exercises: "Recognize the sound"; "What did it sound like?"; "Be careful!".

The formation of the action of the sound analysis of words is based on pronunciation based on the digital series.

With behavior correctional work on the development of vocabulary it is necessary to take into account modern linguistic and psychological ideas about the word, about the structure of the meaning of the word, about the patterns of formation of vocabulary in ontogenesis, about the peculiarities of vocabulary in schoolchildren with speech pathology.

Taking into account these factors, the formation of vocabulary is carried out in the following areas:

expansion of the volume of the dictionary in parallel with the expansion of ideas about the surrounding reality, the formation of cognitive activity (thinking, perception, ideas, memory, etc.)

clarification of the meanings of words.

Activation of the dictionary, translation of a word from a passive to an active dictionary.

Main goals lexical work:

Quantitative growth of the dictionary (due to the assimilation of new words and their meanings);

Qualitative enrichment of the dictionary (by mastering the semantic and emotional shades of the meanings of words and phrases);

Cleansing the dictionary of distorted, colloquial and slang words.

The main tasks of corrective work at the syntactic level: overcoming and preventing erroneous phrases in the speech of students, their assimilation of the compatibility of words, the conscious construction of sentences.

Enriching students' phrasal speech by introducing them to the phenomena of polysemy, synonymy, antonymy, homonymy, syntactic constructions.

In this work, a predominant or even absolute attention to form is important. This is the case, for example, when considering many management norms that are not amenable to semantic comprehension and must be learned in dictionary order.

It is very important to bring children to an understanding of the connection of words in a sentence, which is revealed with the help of a question from the main word in the phrase to the dependent word.

The consideration of cases in the course of correctional classes does not aim to teach children the spelling of the endings of inflected parts of speech, but is one of the means of eliminating agrammatism in students' speech. To develop the ability to determine the number, sequence and place of words in a sentence, following tasks:

Drawing up a sentence on a plot picture and determining the number of words in it;

Coming up with a sentence with a certain number of words;

Spreading the sentence by increasing the number of words;

Compilation of sentences from words given in a breakdown (all words are given in their initial form);

Making a sentence with a certain word;

Drawing up a graphic scheme of the proposal;

Coming up with a graphical proposal.

The problems of assimilation of school knowledge in normatively developing students and in children with mental retardation are the same. However, there is a significant gap in quantitative indicators reflecting the knowledge acquired by the students of both groups. The zones of actual and proximal development (L.S. Vygotsky’s terms) in the field of teaching the Russian language are different for these children.

The experience of verbal communication, pre-grammatical generalizations, formed in the preschool period, allow normatively developing children to update their existing skills and knowledge directly in the process of studying grammatical and orthographic topics. Low-performing students lack such skills and knowledge. They have to be specially formed in the process schooling. The system of education in general education classes is ineffective for children who are lagging behind in development. even at the end of initial training, the shortcomings of sound analysis, general speech development students of this category are not corrected, which is reflected in their written work. Teaching children with mental retardation requires purposeful systematic correctional and developmental work.

The study showed that speech disorders in mental retardation are predominantly systemic in nature and are part of the structure of the defect. Many children have deficiencies in sound pronunciation and phonemic development.

Unformed oral speech in children with mental retardation causes the possibility of dysgraphic and dyslexic errors (omission of letters and syllables, substitution and mixing of letters, rearrangement of letters and syllables, insertion of vowels, separate spelling of parts of a word, continuous spelling of functional words, contamination).

For pupils with mental retardation, the following features turned out to be characteristic: lack of attention, social and volitional regulation, self-control, low level of educational motivation and general cognitive passivity, motor disinhibition, low performance, increased fatigue.

Thus, speech therapy work in the auxiliary school is characterized by great specificity, which is due to the characteristics of mentally retarded children, as well as the nature of the symptoms, mechanisms, and structure of the defect in these children.

Types of correction work

writing disorders

Violations of written speech are quite common, and correction of dysgraphia should be started immediately after its detection.

The work is carried out in the following sequence:

Offer.

Word.

Syllable.

stress.

Sounds, letters.

Vowels consonants.

Hard and soft consonants.

voiced and voiceless consonants.

All corrective work is aimed at:

Filling gaps in the formation of phonemic processes and differentiation of sounds,

Improving the operations of sound-syllabic analysis and synthesis,

Development of auditory and visual perception, fine motor skills, sense of rhythm,

Introduction to the active vocabulary of terms: sentence, word, syllable, sound, letter, hard and soft, voiced and voiceless consonants,

Accumulation of vocabulary and development of coherent speech.

Topic 1. Offer.

1. The concept of a sentence as part of a coherent text, a story is being clarified. The speech therapist reads the sentence and asks:

What did I read? (offer)

What can be made of proposals? (story)

The speech therapist reads the text, intentionally breaking the logical sequence of sentences.

Got a story?

Unclear. It's not easy.

What needs to be done to make the story coherent?

Arrange the sentences in the correct order.

With the help of a speech therapist, children establish a logical sequence of sentences, read the story aloud, and come up with a name.

Control questions: What did they make up? What was the story made up of? how many sentences are in this story?

2. Children are given sets of sentences of the same story.

Exercise: make a story out of these sentences.

Then each sentence is read, its place is specified in order: first, second, etc. existing errors are corrected.

Children read the story as a whole, answer the control questions above.

3. In order to develop visual perception, a text is proposed in which the first letter of the first word in the sentence and the dot at the end of the sentence are highlighted in red.

4. Exercise: listen, count sentences, defining their boundaries by ear.

The speech therapist reads short texts of 4-7 sentences with expressive pauses between them.

First, the children count sentences with the help of a speech therapist. Then they independently count the sentences to themselves, hiding their hands under the desk and bending their fingers.

Control questions: What were you doing now? (They counted the proposals.) What did they listen to? (To pauses. To stops.) Where did I pause? (At the end of sentences.)

Therefore, in order to determine the boundaries of sentences by ear, one must learn not just to listen, but to listen carefully.

5. A text is proposed on the board, for example:

winter has come the river is covered with ice the guys are running on the ice on skates nearby the dog is running around having fun

Task: Determine where one sentence ends and the next begins. Where necessary, write capital letter and put a point.

Children determine the boundaries of sentences based on the visual perception of the text and the meaning.

The work is carried out with the help of a speech therapist.

6. Make suggestions, print diagrams for them.

Po, lion, cage, walks

Pines, and, stand, spruce, green, in winter.

C, streams, run, fast, mountains.

Village, I, in the summer, in, rested.

Speech material for tasks on the topic "Offer"

Loose (on separate strips of paper) text for the task: make up a story from these sentences.

Anya and doll

Anya knows letters. She took the doll. Anya teaches the doll.

Spider

The spider wove a web. He was waiting for a fly. A bird flew by. She touched the web with her wing. So the spider did not wait for the fly.

Grandmother and granddaughter.

Mom and dad went to the theater. Grandmother and Katya stayed at home. Katya took the book. She read a fairy tale to her grandmother. Grandma loved the story.

Topic 2. Word.

1. The concept of a word as part of a sentence is being clarified.

Exercise: finish the sentence:

There are a lot of them in the summer

And in winter they all die.

Curl and buzz over the ear.

And they are called ... (flies)

The therapist asks:

What can be made up of words? (offer)

2. A speech therapist reads a sentence in which he intentionally violates word order.

With the help of a speech therapist, the sentence is corrected.

3. Children are given sets of words from which they need to make a sentence on their own. Each student reads Tim's sentence. The speech pathologist provides assistance as needed.

4. Proposed text on the board.

The work is going forward. Attention is drawn to the fact that words are written separately from each other, that there are “small” words, only one or two letters (prepositions, conjunctions). So you need to not just look, but carefully peer into the proposal. (Children's visual perception develops).

5. Children learn to identify sentence structure.

Exercise: make a proposal according to this scheme.

Suggested scheme: .

Children come up with sentences: The table is worth it. It is snowing. etc.

Speech material for assignments on the topic: "Word"

Riddles - add to the task: complete the sentence.

1. She buzzes everything, buzzes.

She circles over the flower.

She sat down, took the juice from the flower.

Honey is preparing for us ... (bee)

2. And we are in the forest and in the swamp.

You can always find us everywhere.

In the meadow, on the edge.

We are green ... (frogs)

Speech material for the task: Make sentences from these words.

The first step of difficulty.

The children were watering the gardens. Grandma is listening to the radio. Mom is reading a book. The fox caught the rooster. A teacher teaches children. The children listen to the story.

The second step of difficulty.

The children planted raspberry bushes. Agile squirrels gnawed nuts. Serezha was digging the ground with a shovel. Sasha read the story out loud. Grandfather gave his grandson a briefcase. The boy cleaned his trousers. We read an interesting book.

The third step of difficulty.

Schoolchildren worked in the garden in the summer. Green willows leaned over the river. I ice skate. Tanya is in first grade. The beetle sat on a thick bough. The mushroom grew under a birch. Shaggy bumblebees buzz in the grass. A hare raced across a flat field.

Topic 3. Syllable.

1. Exercise: name a subject picture, pronounce the word by syllables; using chips - syllables, show the syllabic structure of the word. Children learn to divide words into syllables, to coordinate speech and movement, based on the objective picture and visual perception of the syllabic structure of the word. We demonstrate, for example, a picture on which a bow is drawn. We name the picture and accompany the pronunciation by tapping your finger on the table. In this word, one syllable lays out one chip. “Imagine that the bow is small. How to say?" (bang tick.) We pronounce the syllables, lay out two chips-syllables. Similar to "ban-ti-ki".

2.Exercise: come up with a sentence using a large strip (sentence) and smaller strips (words). We divide each word into syllables, which we show with the help of syllable chips

It turns out a complex scheme: .

3. Work individually on cards.

Exercise: divide words into syllables.

Exercise: Shade as many rectangles as there are syllables in the word.

Topic 4. Stress in a word.

1. Exercise: pronounce the word with a stressed syllable.

Subject pictures are shown one after another, the names of which represent three compound words: grandmother, calendar, etc.

Task: name the picture, show the syllabic scheme of the word with the help of chips, repeat the intonation after the speech therapist, mark the stress with a small stick.

2. Conversation.

What is the name of the syllable that is stressed?

Striking syllable.

What is the name of the syllable that is not stressed?

Unstressed syllable.

Why do you need to be able to highlight the stress in a word?

- . . .?

Let's listen to the poem and then maybe you can answer my question.

Stressed syllable, stressed syllable.

It is named so not for nothing.

Hey! Invisible Hammer

Mark him with a blow!

And the hammer knocks, knocks.

And my speech is clear.

Which line of the poem answers the question?

“And my speech is clear.”

That's right, stress makes our speech clear.

Two pictures are shown: Castle and castle.

Exercise: name the pictures, show the syllabic scheme, highlight the stressed syllable with your voice, mark it with a stick.

The words denoting the names of these two pictures may seem the same. However, they have a different meaning, they can only be distinguished by stress. The stress changes the meaning of the word. Children repeat the words in chorus.

3. Front work.

Exercise: according to the plot picture, come up with a sentence of three words, for example: The dog saw a hedgehog.

Let's show the scheme of the sentence on the board, graphically denoting the sentence and the words of which it consists. Then we will pronounce each word syllable by syllable, highlight the stressed syllable with a voice and complete the scheme.

4. Exercise for independent work Same. Each child is given his own set of plot pictures of a similar type (of three words, without prepositions and unions).

5. Exercise: Draw lines to connect the pictures whose names are the same in description, but different in sound. What is the difference?

Speech material for tasks on the topic "Syllable"

Form a word from these syllables.

Vi (ly, for, but), ki (but, you, pa), but (sy, you, ry)

Add syllables to make a word.

Ro ..., for ..., mi ..., schu ..., ma ..., in ..., du ..., co ... .

Rearrange the syllables to make a word.

Ka-re, nok-byo-re, rya-na-bi, ryo-za-be, re-de-vo.

Topic 5. Sound and letter.

1. Conversation.

Listen to what I said: a-a-a!

What is speech sound?

This is what we say and hear.

What are the sounds of speech in writing?

Letters.

What are letters?

This is what we see and write.

Task: What is the correct name for the letters?

Particular attention is paid to the names of the letters k, l, m, n, p, s, f, x, w, u.

A, b, c, d, e, e, e, f, - they rolled on a hedgehog,

Z, i, d, k, l, m, n, o - together they climbed out the window,

P, p, s, t, y, f, x - saddled a rooster,

C, h, w, u, s, e, u, me - that's all they are friends!

How many letters should there be in the alphabet?

Thirty three.

What letters are missing?

Hard and soft signs.

How are these letters different from all the others?

These letters do not represent sounds.

2. task to name a letter and sound, for example: a letter A and sound A, letter BE, and the sound B.

3
.

4. Select the first sound in the word.

Exercise:"write" the word in chips.

Two-syllable words (open syllable + closed syllable): castle, wagon, dressing gown, reed.

Two-syllable words (closed syllable + open) hat, gun, file, wheelbarrow.

Two-syllable words (closed + closed syllable) magazine, compote, lily of the valley.

Monosyllabic words with a confluence of consonants at the end of the word: bow, tank.

Monosyllabic words with a confluence of consonants at the beginning of the word: table, elephant, chair, faucet - and words derived from them: tables, table, faucet.

Two-syllable words with a confluence of consonants at the beginning of the word: roof, paint, decanter.

Two-syllable words of different sound structure: duck, glasses, star, whistle.

2. Analysis of the word scheme.

Exercise: name what is in the picture. Make a word scheme using colored chips, put a letter denoting a vowel sound above the red chip.

Control questions: how many sounds are in this word? How many of them are consonants? name the vowels. How many syllables are in this word?

Topic 7. Hard and soft consonants.

Purpose: development of phonemic hearing.

1. Colored chips, green and blue flags are distributed.

Exercise: raise the green flag if the consonant sounds soft; raise the blue flag if the consonant sounds solid.

Speech material: names of children like Tanya, Vova, Vanya, Luda.

2. Large written syllables are exhibited: Ta, Vi, nya, cha, Ro, Liu, ma, ba.

(along the way, children repeat the spelling rule capital letter in names.)

Children's attention is drawn to the syllables.

Exercise: make up the names of children from these syllables. Highlight with colored chips soft sound.

3. A diagram of colored chips is displayed on the board.

Task: in accordance with the scheme, you need to come up with a name.

4. Subject pictures are distributed.

Exercise: name the picture, pronounce the word in syllables, explain how the consonant sounds.

Speech material: names of trees, berries, baby animals.

5. "Write" the word with chips. Using color signals (blue and green), characterize consonants by hardness and softness.

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7. Correction of writing in the classroom. 1 - 4 classes. - Issue. 2 / ed. - comp. L.V. Zubareva. - Volgograd: Teacher, 2008, - 119p.

8. Correction of writing in the classroom. Grades 3-4: assignments and exercises / ed. - comp. L.V. Zubareva. - Volgograd: Teacher, 2009, - 143 p.: ill.

9. Correction of writing in the classroom. 1 - 2 classes: practical and training tasks and exercises / ed. - comp. L.V. Zubareva. - 2nd ed., stereotype. - Volgograd: Teacher, 2008. - 86s.: ill.

10. Gaidina L.I., Obukhova L.A. Speech therapy exercises: Correction of violations of written speech: 1 - 4 classes. – M.: VAKO, 2008. – 112p. - (Workshop of the teacher), etc.

Edited by N. N. Yakovleva

Teaching aid

Saint Petersburg

BBK 74. 37 K68

Published by decision of the Editorial and Publishing Council of the St. Petersburg Academy of Postgraduate Studies teacher education

Reviewers:

N. O. Zinovieva - candidate pedagogical sciences, doctoral candidate;

I. A. Povarova - Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Speech Therapy, Institute of Special Pedagogy and Psychology

K68 Correction of violations of written speech: Teaching aid / Ed. N. N. Yakovleva. - St. Petersburg: SPbAPPO,

Aristova T. A., Arkhipova G. A., Boeva E. V., Bozhedomova N. Yu.. Brovina S. V., Egorova M. V.. Korobkina Yu. L., Migurskaya A. P., Pletneva E B., Sorochinskaya O. N., Sumchenko G. M., Ulyantseva L. B., Yakovleva N. N.

One of the most common causes of maladaptation in children of primary school age is a violation of written language (dysgraphia, dyslexia and dysorphography).

The manual attempts to present a system of work to correct violations of written speech. The manual includes programs, thematic planning for the correction of dysgraphia, dysorphography, dyslexia, prevention of writing disorders, developed by speech therapists in St. Petersburg, as well as guidelines to planning, summaries of speech therapy classes on individual topics.

The manual can be useful for practicing speech therapists, especially those who are just starting their professional practice, as well as teachers primary school and Russian language.

I§BN 5-7434-0358-9

FOREWORD

IN Lately an increase in the number of children with learning difficulties school curriculum. One of the reasons for "school maladaptation" is a violation of written language (lisgraphia, dyslexia and dysorphography). Writing and reading disorders are quite common among students of both correctional and mass schools; they impede the full development of school knowledge. Therefore, it is no coincidence that the problem of correcting dyslexia, dysgraphia is of interest not only for specialists (speech therapists, psychologists, linguists), but also for primary school and Russian language teachers.

It should be noted that writing disorders are complex in structure, their symptoms may include:

Oral speech disorders;

Underdevelopment of phonetic-phonemic and lexical-grammatical components;

Optical-spatial organization of writing activity;

Mismatch in the work of auditory, visual analyzers and articulation;

developmental delay mental processes(memory, attention, thinking).

Therefore, without specially organized, systematic assistance from specialists who know the causes, mechanisms speech pathology these violations cannot be compensated.

At present, speech therapists of school speech centers, correctional schools, psychological and pedagogical medical and social (PPMS) centers are engaged in the correction of violations of written speech. The lack of programs and thematic planning for the correction of dysorphography, dysgraphia, dyslexia on the basis of these units was a prerequisite for the appearance of this manual.

The manual offers program and methodological materials for the correction of violations of written speech, developed by speech therapists-practitioners of St. Petersburg. The teaching aid consists of sin chapters.

The first chapter presents recommendations on organizing the activities of a speech therapist of the PPMS center, programs for correcting dysgraphia, dysorphography, dyslexia, and preventing writing disorders, compiled by speech therapists working in the conditions of PPMS centers.

The programs are designed in accordance with the state standards for teaching reading and the Russian language in elementary school, the structure of the speech defect and reflect modern approaches to the correction of written speech disorders.

In the second and third chapters a brief description of features of the speech of children with a delay mental development(ZPR) and children with intellectual disabilities, as well as thematic planning to overcome writing disorders, guidelines for planning, notes speech therapy classes on individual topics. Thematic planning is made taking into account the structure of speech disorders, features of intellectual development and programs: Correctional and developmental education (primary classes). Moscow: Bustard, 2000; Programs of preparatory and 1-4 classes of correctional educational institutions eighth kind. M.: Enlightenment, 1999; Special (correctional) programs educational institutions eighth kind. 5-9 grades. Collection 1. M .: Vlados, 2000.

When compiling the planning, the correction work systems proposed by the authors I. N. Sadovnikova (1998), L. N. Efimenkova (2000), A. N. Kornev (1995), R. I. Lalayeva (1998), S. N. Kostromina, L. G. Nagaeva (1999), D. G. Shumaeva (1997), L. G. Paramonova (1999),

N.V. Yastrebova (1997).

We hope that the program and methodological materials will be useful to speech therapists, students of the speech therapy department of the faculty correctional pedagogy, teachers of primary school and the Russian language.

INTRODUCTION WRITTEN SPEECH DISORDERS

N.N. Yakovleva - Art. Lecturer of the Department of Theory and Methods special education APPO

Written speech disorders in schoolchildren are a fairly common phenomenon. Only in St. Petersburg for the period 1999-2003. the number of children with reading and writing deficiencies increased by 3.6%.

Reviewers: head. Department of Deaf Pedagogy and Speech Therapy of the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR, Doctor of Pedagogics, Professor E. F. Sobotov Ich; teacher speech therapist School No. 651 of Moscow L. S. Kuznetsova Efimenkova L. N. E91 Correction of oral and written speech of primary school students: Book. for speech therapists. - M .: Education, 1991. - 224 p.: Ill. - ISBN 5-09-001272-5. The book reveals a system of work to prevent and correct violations of oral and written speech of students in grade 1. The system was developed on the basis of many years of practical experience of the author. The book is intended for speech therapists working at school speech centers, in schools for children with severe speech disorders. It can be useful for primary school teachers and parents. VVK74.3 ISBN 5-09-001272-5 © Efimenkova L. N., 1991

Dysgraphia (writing disorder) is a significant percentage among other speech disorders found in students in public schools. It is a serious obstacle in mastering students.

literacy at the initial stages of learning, and at later stages - in the assimilation of grammar mother tongue.

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

vowels and consonants - "trva", "tava" instead of grass; permutations of letters in the word - "tko" instead Who,"onko" instead window; permutations and dropping out of syllables - "kokrodil", "krodil" instead of crocodile; the appearance of extra letters or syllables in the word - "tarava" instead of grass,"motorcycle", "monocycle" instead of motorbike; underwriting letters or syllables in the word - "o" instead He,"red" instead red,"many" instead many etc. are due to the unformed phonemic perception of the analysis and synthesis of the word associated with it. The lack of formation of phonemic hearing leads to the fact that students do not distinguish between the phonemes of their native language. In writing, this is expressed in the form of their mixing and replacing letters, for example: “ozhik” instead of hedgehog,"cadaver" instead tube,"crusty" instead bitter,"fluff" instead drying,"sap" instead heron,"stash" instead kettle etc., as well as the inability to correctly apply certain grammatical rules when writing. So, some students do not feel the stressed vowel and therefore find it difficult to determine the unstressed and in the selection of the test word, make mistakes in the selection of the test word for stunning consonants. Even having chosen the correct test word, the child makes a mistake: “pillars” instead of pillars,"skirt" instead of skirt. Knowing the rules doesn't help them. There are many mistakes in writing prepositions, prefixes and conjunctions. The lag in the development of the lexico-grammatical side of speech leads to agrammatism. In writing, this is expressed as an incorrect

coordination and management of various parts of speech. Students can agree adjectives with nouns not in gender, number and case, and nouns with numerals in number, for example: I don't have a red dress, five white mushrooms; incorrectly choose the case forms of nouns in phrases verb + -nouns, for example: left the basket, went sledding. Children do not feel the intonation and semantic completeness of the sentence, therefore they cannot correctly mark the boundary of the sentence in writing, as a result, they do not apply the rule of putting a full stop at the end of a sentence and writing a capital letter at the beginning. Poverty vocabulary, the inability to express one's thoughts in the form of a common sentence, a misunderstanding of cause-and-effect relationships lead to the fact that students at later stages of education do not know how to write presentations and essays.

(_One of the main tasks of a speech therapist is to correctly determine the causes underlying the violation of writing, since the methods and duration of correctional work depend on this. And the correctional work itself is closely related to the learning process. A speech therapist is not an understudy of a teacher and not a tutor, performing his main work on correction of speech defects in children, he must create a platform for the successful assimilation and correct application of grammatical rules by students, that is, to lead students to an understanding of grammatical rules, on the one hand, and on the other hand, to consolidate the educational material, given by the teacher associated with the correction process. For example, a speech therapist is working on differentiating voiced and voiceless consonants, and at the same time includes tasks for stunning voiced consonants at the end and middle of a word. Working on the syllabic structure of the word, he gives the concept of the syllable-forming role of vowels. When teaching children the ability to listen to a stressed vowel, a speech therapist cannot ignore the topic “Stressed and unstressed vowels”, and in order for students to hear an unstressed vowel at the root of a word, it is necessary to remember, and sometimes re-work out the topics “Word composition” and “Related words”. The speech therapist should remember that one of his main tasks

is to educate children's language sense, and when planning classes, this must be taken into account.

The relationship between the correctional and teaching processes contributes to the successful assimilation by students of the material on their native language as a whole. Considering that dysgraphic children are lagging behind from the first grade

in mastering writing, in assimilation and application of grammatical rules in writing, it is necessary to begin work on the prevention of dysgraphia from the first grade. This practical guide "Correction of oral and written speech of primary school students" is intended for speech therapists working at school speech therapy centers with children who have mild general underdevelopment of speech in schools for children with severe speech disorders. It can also be used by primary school teachers. Absence methodological developments and practical aids makes it difficult for a speech therapist to correct oral and written speech, especially with children of six years of age.

The manual consists of two sections. The first section sets out methodical material on the prevention of dysgraphia and the correction of oral and written speech of primary school students with elements of general underdevelopment of speech. Most of this section is presented in the form of lesson notes. The effectiveness of the assimilation of this material will depend on the number of classes conducted, the correctness of their construction, the skillful combination of the material covered with new theme. bears a certain load Organizing time, which is the link between classes. Before the start of the lesson, the speech therapist gives the students a short task, the purpose of which is to repeat, consolidate or recall the material of the previous lesson. The second section offers methodological material for working with dysgraphic students of the second and third grades. In this section, lesson notes are given as an example. The proposed methodology has been tested in work with primary school students with mild general underdevelopment speeches in schools No. 242, 605 of the Dzerzhinsky district, No. 651 of the Leningrad region, No. 672, 920 of the Perovsky district of Moscow. The material presented in the manual is presented in accordance with the Russian language program for elementary grades of general education

CORRECTION OF ORAL AND WRITTEN SPEECH

FIRST CLASS STUDENTS

For students who have a general underdevelopment of speech, the unformed lexical and grammatical structure of the language and the phonetic and phonemic side of speech are characteristic. This is expressed in the poverty of the vocabulary, in the inability to correctly construct a sentence, to formulate it grammatically correctly, to consistently retell the content of the story, in the difficulty of analyzing and synthesizing words.

Speech therapy work should begin with the assimilation by children of the concept of "word", its lexical and grammatical meaning. After mastering this topic, we move on to work on the proposal. We teach children how to correctly build a sentence, correctly grammatically and intonationally arrange it. The next stage of work is the formation of coherent speech. Children first learn different types retelling (detailed, selective, short and creative), then they make up stories based on a series of pictures, one plot picture, according to supporting words, according to the proposed plan. Further work is aimed at the development of phonemic perception. The idea of children that the word consists of sounds is clarified, the sounds merge into syllables. Then the students learn the syllabic structure of the word, first relying on the rhythmic pattern of the word, then on the syllable-forming role of vowels. At this stage, the speech therapist focuses on the selection of vowel sounds (letters) from the word. For this purpose, structural dictations are carried out (a speech therapist calls a word, for example, fish, students depict this word graphically and write a vowel over the corresponding syllable, for example, s, a), syllable-by-syllable writing with a correlation between the number of vowels and the number of syllables in a word. Such methodological techniques contribute to the elimination of some dysgraphic errors:

skipping vowels, skipping or adding syllables in a word. Based on the vowels of the second row, the speech therapist leads students to understand and practically master one of the ways to mitigate consonants.

The first year of correctional work ends with the development of sound-letter analysis and synthesis of words. Taking into account the fact that some non-speech processes (thinking, auditory and visual attention and memory) remain unformed in children with mild general underdevelopment of speech, throughout the first year of correctional work, tasks aimed at their development are included in the classes.

In order to most fully and accurately express their thoughts, the child must have sufficient vocabulary, so work on oral speech begins with the expansion and improvement of the vocabulary. At the same time, the word is considered not only as a lexical unit of the language, but also as a grammatical and syntactic one.

supply unit. By introducing children to words denoting an object, an action, and a sign of an object, we are thereby preparing a platform for further work on the proposal. Work on the word must be combined with the development figurative thinking, visual and auditory perception, attention and memory.

Lesson notes

Lesson 1

Subject. Word.

Target. Assimilation of the concept of "word" as part of a sentence, its lexical meaning. Practical assimilation of words denoting living and inanimate objects. Development visual attention and memory.

Equipment. Pictures depicting animals and inanimate objects, objects in the speech therapist's office.

H o d z a n i t and i.

I. Organizational moment.

The speech therapist introduces students to the office, says who and where will sit during classes, explains the purpose of speech therapy classes.

II. Working with a proposal. The speech therapist calls a two-word sentence: Children poured. Then he asks questions: Who is this proposal about? (About children.)

What did you learn about children? (Children poured.) Did you find out what the children poured? (No.) Let's add another word to the sentence: The children poured food. What have you learned now? (That the children poured food.) Did you find out to whom the children poured food? (No.) Let's add another word: The children poured food for the birds. What have you learned now? (That they poured food for the birds.) Let's add one more word: In winter, the children poured food for the birds. What else have you learned? (That the children poured food for the birds in winter.) We added one word at a time to the sentence and each time we learned more and more. How more words in a sentence, the more we learn. Now answer me: what does the proposal consist of? (From words.) In order to learn how to write complete sentences, you need to know a lot different words. This is what we will be doing today in class.

III. Word work.

The speech therapist invites students to remember what sounds a cow, dog, frog, etc. make. Children reproduce onomatopoeia.

The speech therapist finds out whether they understand the meaning of these onomatopoeia, then calls the words: walk, write, drink. Now do you understand what I said? (It's clear.) In the first case, I called a combination of sounds, so it was not clear to you, and in the second case, you heard the words and understood them, because each word has a certain meaning.

Distinguishing words and sounds.

The game "Define the word". The students are given pictures depicting various objects, such as a cat, a cow, boots. The speech therapist mixes up the words and their corresponding structures

sound combinations. Hearing a word (for example, cat, pool, boots, bakusa etc.), students should hold up the appropriate picture and explain why the word cat they raised the picture, but on the word pool- not raised. (Cat- is the word, and the pool- It's not a word, it's a set of sounds.)

GBOU DPO "CHELYABINSK INSTITUTE OF RETRAINING AND PROFESSIONAL DEVELOPMENT OF EDUCATIONAL WORKERS"

DEPARTMENT OF SPECIAL (CORRECTIONAL EDUCATION)

Attestation work

Correction of violations of written speech of younger students

Completed by: Nazaikina E.V.

group 174

Chelyabinsk 2015

Introduction

Chapter 1.Violationwritten speech among elementary school students…………………………………………………………………...6

Written speech and its formation………………………………………..6

The main violations of written speech………………………………….8

The difference between dysgraphia and natural difficulties during the period of learning to write………………………………………………………………………..10

Chapter 2

2.1. Diagnosis of the mechanism of violations of written speech of students……….12

2.2. Corrective work……………………………………………………...19

Conclusion…………………………………………………………32

Literature list…………………………………………………….35

Applications…………………………………………………………….37

Introduction

The problem of writing disorders in schoolchildren is one of the most urgent in primary school, since writing and reading from the goal of primary education turn into a means of further obtaining knowledge by students.

The number of children with learning difficulties in writing and writing disorders is increasing year by year. According to the most general estimates of experts, today there are about 25% of such children.

IN primary school in some children, one can observe such difficulties in mastering written speech as skipping letters, replacing them, and distorting the spelling of words. This usually occurs with organic speech disorders. If these violations are identified in a timely manner and corrective training is carried out, then it is possible to prevent their transition, which complicates the educational and cognitive activity of students, to the subsequent stages of education. Usually such work is performed by speech therapists, but this work also falls on the shoulders of the teacher. The teacher, interested in the result of his work, is armed with special literature and carries out corrective work.

The task is to identify and overcome writing disorders in a timely manner, preventing their transition, which complicates the educational and cognitive activity of students, to the subsequent stages of education.

The first chapter discusses the role of speech in a child's life and its formation, highlights the mechanisms of impairments that lead to persistent specific errors in written speech, describes the criteria for distinguishing dysgraphia from the immaturity of writing skills, which is characteristic of the stage of learning to read and write.

The second chapter analyzes the methods of diagnostic and corrective work to overcome violations of written speech.

The problem of the research is the definition and substantiation of the optimal ways and conditions for correcting dysgraphia in younger schoolchildren.
The object of the study is writing disorders in younger schoolchildren.
The subject of the study is the process of correcting dysgraphia in younger students
The hypothesis consists of the following provisions:

1. To understand the mechanism of dysgraphia and its effective correction, a psychological and pedagogical analysis of specific writing errors, features of oral speech is necessary.

2. If in the elimination of violations of the written speech of younger students, expressed in dysgraphia, specially selected exercises are used in the system, then the level of stable specific writing errors in younger students will be reduced or the shortcomings will be eliminated.
The purpose of the study is to study dysgraphia and methods for its elimination in younger schoolchildren.

To achieve this goal, the following tasks were solved in the process of research:

Analysis of pedagogical, psychological and logopedic literature covering the state of the research problem.

Exploring ways to overcome dysgraphia.

Practical significance - the research materials can be used by teachers of secondary schools, gymnasiums, as well as parents at home with their children.

Theoretical significance - an attempt was made to systematize materials on this issue

CHAPTER 1

1.1 Written speech and its formation

Speech is a means of human communication and a form of human thinking. Distinguish between external and internal speech. To communicate with each other, people use external speech. Varieties of external speech are oral and written speech. From external speech, internal speech develops (speech-“thinking”), which allows a person to think on the basis of linguistic material.

Speech is not an innate ability of a person, it is formed gradually, along with the development of the child.

For the normal formation of a child's speech, it is necessary that the cerebral cortex reaches a certain maturity, and the sense organs - hearing, sight, smell, touch - are sufficiently developed. Especially important for the formation of speech is the development of speech-motor and speech-auditory analyzers.

Analyzers- complex nervous mechanisms that produce the most subtle analysis of all stimuli perceived by the body of higher animals and humans from the external and internal environment. The analyzers include all the sense organs, as well as special receptor apparatus embedded in the internal organs and muscles.

With the normal development of speech, by the age of four or five, physiological disturbances in sound pronunciation are spontaneously corrected. By the age of six, a child correctly pronounces all the sounds of his native language, has an active vocabulary of sufficient volume, and practically masters the grammatical structure of speech.

However, the psychomotor development of the child early age depends on many factors, primarily on the hereditary characteristics of the organism, general health, gender, environment. The sequence of psychomotor development is closely related to the stages of brain maturation and the increasingly complex conditions for the interaction of the baby with environment.

Written speech is one of the forms of the existence of a language, opposed to oral speech. This is a secondary, later in time form of existence of the language. For various forms of linguistic activity, both oral and written speech can be primary (compare folklore and fiction). If oral speech singled out a person from the animal world, then writing should be considered the greatest of all inventions created by mankind. Written speech not only revolutionized the methods of accumulation, transmission and processing of information, but it changed the person himself, in particular his ability to think abstractly.

The concept of written speech includes reading and writing as equal components. “Writing is a sign system of fixing speech, which allows using graphic elements to transmit information at a distance and fix it in time. Any writing system is characterized by a constant composition of signs.

Russian writing refers to alphabetic writing systems. The alphabet marked the transition to symbols of higher orders and determined the progress in the development of abstract thinking, allowing speech and thinking to be made objects of knowledge.

Unlike oral, written speech is formed only in conditions of purposeful learning, i.e. its mechanisms are formed during the period of literacy and are improved in the course of all further education). Mastering written speech is the establishment of new connections between the word heard and spoken, the word visible and written, because. the process of writing is ensured by the coordinated work of four analyzers: speech-motor, speech-auditory, visual and motor.

The letter itself includes a number of special operations:

Analysis of the sound composition of the word to be recorded. The first condition of writing is to determine the sequence of sounds in a word. The second is the refinement of sounds, i.e. turning what is heard into this moment sound variants into clear generalized speech sounds - phonemes. At first, both of these processes proceed completely consciously, in the future they are automated. Acoustic analysis and synthesis proceed with the closest participation of articulation;

Translation of phonemes (audible sounds) into graphemes, i.e. into visual schemes of graphic signs, taking into account the spatial arrangement of their elements;

“recoding” of the visual schemes of letters into a kinetic system of successive movements necessary for recording (graphemes are translated into kinemes).

At the first stages of the formation of the writing skill, the main attention of the writer is directed to the sound analysis of the word, and sometimes to the search for the desired grapheme. In the developed skill of writing, these moments recede into the background.

1.2. Major writing disorders

Speech is also the most important social function. Speech disorders lead to the isolation of the child from the stimulating environment of human communication and are a situation that inhibits the maturation of the central nervous system and development of higher mental functions.

Speech is also the main tool for understanding the world; with the help of speech, the child receives various information and assimilates it. Speech disorders affect all areas of a child's life: success in school, the ability to establish adequate interpersonal relationships, the formation of a positive image of "I" and self-esteem of the child, i.e. make it difficult to socialize.

All types of speech disorders can be divided into two large groups: oral or written speech.

Writing disorders are divided into two groups, depending on what kind of violation, reading or letter.

Dyslexia - partial specific violation of the reading process. It manifests itself in difficulties in identifying and recognizing letters, difficulties in merging letters into syllables and syllables into words, which leads to a distortion of reading comprehension.

Dysgraphia - partial specific violation of the writing process. It manifests itself in the instability of the optical-spatial image of letters, in mixtures or omissions of letters, in distortions of the sound-syllabic composition of the word and the structure of sentences.

Speech disorders are one of the most common developmental problems in children.

Using the definitions, one can distinguish main dysgraphic errors :

1. Distorted spelling of letters

2. Incorrect pronunciation of speech sounds, which is reflected in the letter: the child writes words the way he pronounces them

3. Phonemic recognition errors

4. Substitutions of graphically similar letters (b-d, p-t)

5. Distortions of the sound-letter structure of the word: permutations, omissions, additions, etc.

6. Distortions in the structure of the sentence, the cause of which is the lack of formation of the lexical and grammatical side of speech.

7. Agrammatisms in writing

1.3. The difference between dysgraphia and natural difficulties in the period of learning to write

Errors associated with dysgraphia must be distinguished from the natural difficulties of children during the initial learning to write, which is associated with the complexity of this type of speech activity.

The mistakes of schoolchildren who begin teaching can be explained by the difficulty of dividing attention between the technical, spelling and mental operations of writing.

Signs of immature writing skills may include:

Lack of designation of sentence boundaries;

Consolidated spelling of words;

Unsteady knowledge of letters, especially capital letters;

Uncharacteristic mixtures;

Mirrored letters.

Both ways of designating the softness of consonants in Russian writing present a significant difficulty for children.

The presence of such errors does not prove the existence of dysgraphia if these errors are single and unstable.

Firstly, reading and writing errors in dyslexia and dysgraphia are persistent and without special corrective work they can persist in a child for many months and years. Reading and writing errors, which naturally occur in all children when mastering the skill of reading and writing, are not persistent and quickly disappear as they move from one stage of mastering the reading skill to another.

Secondly, reading and writing errors in dyslexia and dysgraphia are specific. Mistakes are repeated in all types of written and oral work. It is very important to determine the cause of their occurrence. This feature allows you to distinguish from random errors that can be observed with fatigue, inattention, lack of control processes when reading and writing.

Thirdly, errors in reading and writing in dyslexia and dysgraphia are due to the lack of formation of higher mental functions that ensure the process of reading and writing normally - differentiation of phonemes by ear and in pronunciation, analysis of sentences into words, syllabic and phonemic analysis and synthesis, lexical and grammatical structure speech, optical-spatial functions. This sign makes it possible to distinguish between dyslexia and dysgraphia from reading and writing errors that can be observed in lazy children with behavioral disorders, even in those cases when they have sufficiently formed the higher mental functions necessary to master the skill of reading and writing.

CHAPTER 2. DIAGNOSIS AND CORRECTION OF STUDENTS' WRITTEN SPEECH

2.1. Diagnosis of the mechanism of violations of written speech of students

Often an acute problem in children is a violation in pronunciation, insufficiency of phonemic perception. Against this background, difficulties arise in mastering sound analysis and synthesis, and as a result -

failure in the Russian language.

Corrective work should begin with a survey of students. This work is very necessary to clarify the most obvious problems of the child, to diagnose speech disorders.

During the examination, attention should be paid to state of finger and hand motility.

For this, the following samples are used:

1) Show the 2nd and 3rd fingers on the right (left) hand.

2) Show the 2nd and 5th fingers on the right (left) hand.

3) Alternately fold your fingers into a ring: each finger touches the thumb: “Hello, finger”, on the right, left hands.

4) Fold all fingers into a ring on the right, left hands.

We can talk about the unformed function if there are involuntary repetitions of the same movement, stuck on one movement or posture, a pronounced slowness of movement.

The next step could be to explore phonemic analysis and synthesis.

When researching phonemic analysis Ability to be determined:

1) Highlight the sound against the background of the word. Instruction: Can you hear the sound W in a word A cap?», "Sound A in a word Anya?""The R sound in the word Fish?". The sound that the child needs to highlight is pronounced intoned.

2) Extract the sound from the word. Instruction: "What sound do you hear in the word Fur coat?", "in a word steam?","in a word Paw?", etc.

3) Determine the place of the sound in the word in relation to other sounds: “Where do you hear C in the word Garden", at the beginning or at the end of a word? Next, it is proposed to define the sound at the end of the word and then in the middle: nose, wasp.

4) Determine the number of sounds in a word. One-syllable words offered (cat, house, garden, noise, mouth, oak, catfish, cancer), disyllabic words (frame, porridge, fox, hand, paw, fur coat, Pusha, sleigh), as well as words consisting of five sounds (cat, squirrel, bank, hut, brand).

5) Differentiate sounds according to oppositions (phonemic perception):

a) VOICE - DEAFNESS (house - tom, hare - cod, heat - ball, grotto - mole, woman - dad, coil - tub);

6) SOFTNESS - HARDNESS (angle - coal, small - crumpled, onion - hatch, was - beat, lynx - rice);

c) whistling - hissing (cash desk - porridge, rat - roof, bowl - mouse, hare - seagull, cod - gang);

d) SOUNDS L - R(horns - spoons, barka - beam, hand - Luka, cloak - bun).

To check the formation phonemic synthesis the following tasks are used:

1) Determine the ability to form words from sequentially given sounds.

Instruction: "Listen to the sounds and say what word you got."

Three sounds are offered first: C, O, K - juice, NOISE - noise, CANCER - cancer, HOUSE - house, BUG - bug.

Then four sounds: K, A, Sh, A - porridge; HAND - hand; U, T, K, A - duck; I, G, L, A - needle; K, R, O, T - mole; TABLE - table.

Five sounds: P, ABOUT, L, K, A - shelf; M, A, R, K, A - brand; SLED - sled; PILLAR - pillar; SHOES - shoes.

2) Determine the ability to compose words from sounds given in a broken sequence.

Diagnostics Withstate of sound pronunciation was aimed at studying the following parameters.

Survey isolated pronunciation sounds:

vowels; A, O, U, E, I, S.

whistling, hissing, affricates: C, C, 3, Z, C, W, W, H, W;

sonorous sounds: P, Pb, L, L, M, Mb, H, Hb;

deaf and voiced pairs: P - B, T - D, K - G, F - V, in hard and soft

sound (Pi - B, T - D, K - G, F - V);

soft sounds in combination with different vowels, i.e. PI, PYA, PE, PYU, also D, M, T, S, etc.

Procedure: the teacher calls the sounds, the child repeats. Tasks are used that consist of repeated repetition of one sound, since this creates conditions that reduce articulatory switching from one sound to another.

Survey sound pronunciation in syllables: open, closed, with a confluence of consonants.

Then you need to find out how the child uses sounds in speech. When checking, attention is paid to substitutions, distortions, mixings, omissions of sounds. Sets of pictures are used, including words from the tested sounds. Words of different syllabic structure are selected.

Particular attention is paid to how sounds are pronounced in sentences. Sample sentences for checking the pronunciation of whistling and hissing sounds:

The cat has a fluffy tail.

Sasha gave way to the old woman.

The bear cub climbed a pine tree.

Sample sentences for checking the pronunciation of the sounds P, Pb, L, L, M, Mb, H, Hb:

The couple broke the plate. The painter paints the stall. The ship is decorated with flags.

Suggestions for repetition to check the pronunciation of consonants;

sounds (voiced and deaf) P - B, T - D, K - G, F - B, C - 3, W - F:

A squirrel jumps on an oak tree.

The children saw a woodpecker hollow in the forest.

Zina has a toothache.

Sonya ties a blue bow.

During the examination, the nature of the errors is noted: incorrect selection of sounds against the background of a word, inability to determine the number of sounds in a word, erroneous selection of sounds by opposition, errors in the pronunciation of certain sounds, reduction in the number of syllables, simplification of syllables (when consonants collide, one of the consonants is omitted ), likening syllables, adding the number of syllables, rearranging syllables and sounds.

To identify non-rough violations of the syllabic structure of the word, the following sentences are offered for repetition:

Petya drinks bitter medicine.

There is a policeman at the crossroads.

The astronaut controls the spaceship.

The written language examination is divided into two main stages - the examination of the state of reading and the examination of writing skills.

Reading - This is a complex complex type of activity, consisting of a number of operations. The skill of reading can quite fully characterize the combination of several of its parameters: method, speed, correctness, automation (the so-called "fluency") and reading comprehension.

Therefore, a reading test is usually given in this order:

1. Reading syllables (simple - open and closed, with a confluence of consonants).

2. Reading words (one-syllable, two-syllable and polysyllabic - simple and complex in sound-syllabic structure).

3. Reading sentences (simple words and complex syllabic structure in one sentence).

4. Reading and retelling of the text.

Survey of the writing process aimed at determining the degree of literacy, taking into account the stage of education and the requirements of the school curriculum at the time of the survey; identification of violations of the letter (the nature of specific errors, the degree of severity).

Requirements for the examination (for speech material):

1) Speech material should include the sounds of all phonetic groups.

2) Should provide for the positional proximity of sounds that have an acoustic-articulatory similarity, as well as letters mixed by kinetic similarity.

3) Includes words of varying complexity of syllable-rhythmic structure.

The survey tactics are built flexibly - from the level reached by the student: if the student can write a text dictation, then you should start with it. If such a task is unbearable for the child, you need to move on to copying the text or dictation of words, letters - to determine the formed and broken links of grapho-lexical activity.

Writing Skills Survey .

1. Copying words and sentences from handwritten text.

2. Writing off words and sentences from printed text. Take dictation:

a) lower case letters

b) capital letters.

4. Dictation of syllables (simple - open and closed, complex - open and closed with a confluence of consonants).

5. Dictation of words of various structures.

6. Recording sentences from memory.

7. Auditory dictation.

8. Compiling and recording a story based on a series of plot pictures (for students 2 -3rd classes).

All results are recorded and analyzed.

Naturally, the errors in the letter are fixed by the hand of the writer himself, the teacher needs to extract information from this. As a result, there is a need to develop systems for detecting and accounting for specific errors. The following accounting system allows us to solve a number of significant tasks: to clarify in detail the symptoms of dysgraphia and present a complete picture of the state of writing in a particular student; select exercises taking into account the identified violations; monitor the effectiveness of remedial training and make timely adjustments.

The conclusion about violations of writing, of course, should not be based on the material of one or two works of the student, since it is important not only to study the nature of specific errors, but also their frequency.

For data processing, a table is used that includes all the main types of errors. The degree of frequency of errors of certain types is conveyed by conditional signs: + - "often"; ! - "Often".

speech units

Sound analysis errors

Designation of softness of consonants

Mixing letters

Agrammatisms

according to acoustic-articulatory similarity

violations

offers

passes

permutations

simplification of word structure

vowels of the 2nd row

letter b

voiced and voiceless paired consonants

whistling-hissing

sonora r-l

affricates

word formation

harmonization

management

use of prepositions

2.3. Correctional work

The teacher at school has to start work with the development of phonemic perception, the production and automation of sounds, the correction of violations of written speech.

Work on the correction of violations of written speech is carried out in the following areas:

1. Development of motor skills of fingers..

2. Correction of violations of oral speech.

3. Correction of violations of written speech.

1. Development of fine motor skills of fingers

Research by the Institute of Physiology of Children and Adolescents of the APN found that the level of development of children's speech is directly dependent on the degree of formation of fine movements of the fingers. As a rule, if the movements of the fingers are developed in accordance with age, then the speech development of the child will be within the age norm.

Therefore, the training of finger movements is the most important factor, stimulating the speech development of the child, contributing to the improvement of articulatory motility, preparing the hand for writing and, no less important, a powerful tool that increases the efficiency of the cerebral cortex.

The following activities are used to help development of small muscles of the fingers and hands:

1. Finger games, accompanied by the pronunciation of tongue twisters, tongue twisters, poems, nursery rhymes.

2. Special exercises without speech accompaniment, combined into a gymnastics complex for the development of fine motor skills of the hands, the so-called finger gymnastics.

3. Games and activities with toys and objects: unfolding buttons, sticks, grains, acorns, etc.; stringing beads, beads, rings, buttons on a thread; sewing on and fastening and unfastening buttons; making mosaics, etc.

4. Visual activity: coloring pictures; contouring; hatching; drawing with pencils and paints in various ways (brush, swab, finger, candle, etc.); various work with scissors; crafts made from natural materials, etc.

Work on the development of the hands is carried out systematically for 3-5 minutes daily at home or at school at the beginning of each lesson

2. Correction of speech disorders

Work tasks:

1) Work to eliminate the violation of sound pronunciation, automation and differentiation of the delivered sounds.

In case of speech impairment, work on correction of sound pronunciation is aimed at developing clear articulation and the correct pronunciation of disturbed sounds and begins with vowels:

Games - “Bayushki-bayu”, “Train”, “The bear has a toothache”, “Donkey”, etc.

Vowels similar in articulation are differentiated: [O] - [U], [I] - [S].

Iotated vowels [E], [E], [Yu], [I] are being worked out.

Stages of work when staging a disturbed sound:

Preparatory - work is underway to form articulatory skills and abilities with the help of complexes of special articulation exercises.

Sound production - an imitative technique is used (on display),

Automation of sound - the set sound is practiced on syllables - direct, reverse, with a confluence of consonants and is introduced into words, sentences, tongue twisters, nursery rhymes, poems, independent speech.

Differentiation of acoustically similar sounds [V] - [F], [B] - [P], [Ж] - [З].

Differentiation of sounds close in place of formation [C] - [Z], [K] - [G].

2) Work on the formation of phonemic perception, phonemic analysis and synthesis.

This work is carried out with the help of various exercises and tasks.

Exercises to eliminate errors due to violations of language analysis and synthesis:

Come up with a sentence based on the plot picture and determine the number of words in it.

Come up with a sentence with a certain number of words.

Increase the number of words in a sentence.

Draw up a graphic diagram of this proposal and come up with a proposal for it.

Determine the place of words in the sentence (what is the specified word).

Select a sentence from a text with a certain number of words.

Raise the number corresponding to the number of words of the presented sentence.

Exercises for the development of syllabic analysis and synthesis:

1. Clap the word by syllables and name their number.

2. Select the vowels in the word, determine the number of syllables.

3. Raise the circle of the desired color (red or blue).

4. Write down only the vowels of this word (windows - o___a).

6. Select the first syllable from the names of the pictures, write it down.

7. Determine the missing syllable in the word using the picture: __buz, ut__, lod__, ka__, ka__dash.

8. Compose a word from syllables ( nok, chick, le, toch, las, ka).

9. Select from the sentence words consisting of a certain number of syllables.

special group typical specific errors are aggramatisms. To address them, the following areas of work have been identified:

clarification of the sentence structure;

development of the function of inflection and word formation;

morphological analysis of the composition of the word;

single words.

Offer :

Bipartite sentences like: The tree is growing.

Common 3-4 word sentences: The girl washes her hands. Grandmother gives a ribbon to her granddaughter. The girl is ironing a handkerchief. Children ride down the hill, the sun shines brightly.

At the initial stages of work, reliance on graphic schemes: selection of proposals for this graphic scheme; independently inventing a proposal according to the scheme.

When forming the function of inflection, attention is drawn to the change of the noun in terms of numbers, cases and genders.

3. Correction of violations of written speech

Letter Level Correction Exercises

1) Children come up with a word for a given letter.

The connection between sound and letter, as well as their difference, is explained in each lesson. Students must learn that we pronounce and hear the sound, and we see and write the letter. Consonant sounds can have a pair: hard - soft sound, denoted by one letter. For example: T - hard consonant sound (slippers, knock, mouth), T - soft consonant sound (hoe, iron, mother).

2) Inventing words for a given letter in a certain position.

3) Finish the words with this sound. For example: sound [s]. anana... (pineapple) carcass... (carcass) shan... (chance).

4) Insert a sound at the beginning of the word (two sounds are given to choose from):

For example:

P-B sounds

Ulka (bun) ... yrog (pie)

Ole (field) .. .ereg (shore)

Aran (ram) ... den (stump)

Ear (cannon) ... anya (bath) This task is good for differentiating sounds.

Exercises for correcting writing errors at the syllable level

1) Inventing words for a given syllable in a certain position.

For example: SA

SANI manor LiSA sugar seedlings spit salute beauty

2) Charting syllables using colored chips: for a vowel - red, for a solid consonant - Blue colour, for a soft consonant - green.

And also the reverse task: according to this scheme, name the syllable.

3) Working with tables like:

. MIND.

What syllable can be made?

As a result of this work, the syllable-forming role of the vowel sound is revealed, since there is no syllable without a vowel.

Exercises for correcting writing errors at the word level

1) Dividing words into syllables, counting the number of syllables in a word. This work will be more successful if the child divides the words by clapping his hands. Such a task at first will cause difficulties, but in the future, children who have mastered this type of analysis of a word into syllables do not experience difficulties in transferring words.

2) Selection of words for given schemes with vowels.

A | A A I A | A

PORRIDGE AND ON US

A I I | A O A U | AND

CRABI WILLOW FASHION HANDS STORK RAZOR WASP CLOUDS

The reverse task is also given: it is necessary to select only vowel sounds (letters) from the given words. It is desirable to select such words in which the spelling of the sound and the letter does not differ. This rule is mandatory when working with children who are not yet familiar with certain rules of the Russian language.

This work is necessary, since children must remember that there are as many syllables in a word as there are vowels.

Written types of work are very important for the formation and correction of the skills of full-fledged written speech, responding to the tasks of teaching, consolidating and testing the relevant knowledge and skills. They are the benchmarks for quality. educational process. But at the same time, they are also assistants in corrective work with children.

Cheating as the simplest type of writing, it is most accessible to children with dysgraphia. Its value lies in the ability to coordinate the pace of reading the recorded material, its pronunciation and recording with the individual capabilities of children. It is necessary to teach children as early as possible to memorize the syllable, not the letter, when copying, which follows from the position on the syllable as the main unit of pronunciation and reading. Consequently, the correct syllable-by-syllable pronunciation, consistent with the tempo of writing, becomes the specific task of writing.

From the first exercises in copying, I form self-checking skills in schoolchildren, for which, looking through the work, I do not correct errors, but only mark them in the margins of the corresponding lines, inviting the student to check his record with the text. Later, I just turn to self-examination.

In all types of writing, reading performs the function of control.

Auditory dictation with visual self-control corresponds to the principle of interaction of analyzers participating in the act of writing. After writing the auditory dictation, time is always given to correct errors. Students make corrections not with a pen, but with a colored pencil to distinguish them from corrections that may have taken place during the writing of the dictation. When checking the work, the number of corrected errors is noted, this number is written as a fraction: 5/3, that is, out of five errors made, three were corrected. Such tasks gradually accustom children to rereading, checking what they write. And checking during dictation ceases to be formal.

In her work in the 1st grade, she paid much attention to the non-traditional form of writing under auditory dictation - graphic dictation. This form most fully meets the task of checking the children's assimilation of the topics covered by the differentiation of mixed pairs of phonemes, that is, those that make up a significant part in the correction of phonemic analysis and synthesis.

Graphic dictation performs a control function, but is a sparing form of control, as it excludes other spellings from children's field of vision. The verification of the assimilation of what has been passed takes place in facilitated conditions, therefore it is not the last stage of control, like a regular text dictation, where the student faces many tasks at the same time. However, it is the graphic dictation that allows students to train students to distinguish between mixed sounds on words that are complex in sound composition, which cannot be included in text dictations. Here, as it were, the child's "ray of attention" narrows, concentrating on two mixed sounds, which he must distinguish from a rich sound range (word, phrase, text).

The graphic dictation is carried out as follows.

The children are tasked with identifying by ear only the sounds being studied, for example, voiced h and deaf With(cases of stunning a voiced consonant are not included in the text at this stage). Words that do not contain the indicated sounds are indicated by a dash when writing; containing one of the sounds are indicated by one corresponding letter; containing both sounds - by two letters in the sequence in which they follow in the composition of words. If one of the sounds is repeated twice in a word, then the letter is repeated twice. So, the dictated phrase: “There is a resinous smell in the pine forest” - in the record it looks like this: “ - ss with ss h».

During the graphic dictation, you should pronounce the words of the phrase separately. At the first listening, students bend their fingers according to the number of words. When re-reading, they write down, comparing the number of written symbols with the number of words in the sentence. Each sentence is written on a new line, since such a record does not contain capital letters and periods.

In addition to checking the main theme of the dictation, this type of work allows you to consolidate a number of other writing skills: students perceive by ear and reflect in the record the division of the text into sentences, sentences into words; learn to pick out prepositions. Graphic dictations expand the vocabulary of children, while with text recording, the choice of words is limited by the complexity of their writing.

Errors in graphic dictations come down to the following: omission of a dash word in a sentence; skipping a letter, especially if it occurs 2-3 times in a word.

The use of these species in correctional work made it possible to overcome the fear of written work in children. Also develop the skill of self-control and attentive attitude to the word.

Thus, correctional work only gives positive results if the teacher understands that:

1. It is necessary to begin work on correcting violations of written speech with a detailed examination of children and the nature of specific errors.

2. Of great importance is a differentiated approach, which involves taking into account the mental characteristics of the child, his performance, the peculiarity of motor development, the level of unformed speech.

3. Correction of speech disorders (especially sound pronunciation disorders) must be linked to the general motor development. Considering the close relationship between manual and articulatory motor skills, it is necessary to include exercises for the development of fine hand movements, elements of speech therapy rhythm in Russian language lessons.

6. It is necessary to try to organize the pedagogical process in such a way that not only in the classroom, but also at home, the correct speech skills are consolidated, the control and assistance of teachers and parents in the correction of speech disorders.

CONCLUSION

The main symptoms of dysgraphia are specific(not related to the application of spelling rules) errors that can be divided into three main groups:

Errors at the letter and syllable level. This is the most numerous and diverse group of errors. First of all, these are errors reflecting the difficulties in the formation of phonemic analysis, then - errors in phonemic perception; further - errors of a different nature.

Errors at the word level. Writing reveals such a defect in the analysis and synthesis of audible speech as a violation of the individualization of words: the child was unable to catch and isolate stable speech units and their elements in the speech stream.

Errors at the sentence level. At the initial stage of education, children hardly learn the articulation of speech units, which is reflected in the lack of delimitation of sentence boundaries. The bulk of specific errors at the level of phrases and sentences are expressed in the so-called agrammatisms, that is, in violations of the connection of words: coordination and control.

Work on the correction of speech disorders in younger students has its own specifics, due to the peculiarities of their sensorimotor and mental development. For a correct interpretation of specific errors, the teacher needs to fully understand all the difficulties that the child has to overcome in mastering writing. In the process of corrective action, it is necessary to take into account the level of development of speech, cognitive activity, features of the sensory sphere and motor skills of the child.

Corrective action is a purposeful, complexly organized process in which various stages are distinguished. Each of them is characterized by its goals, objectives, methods and techniques of correction. The main task of the teacher is to consolidate the skills of correct writing.

Corrective focus pedagogical process involves overcoming and correcting the child's violations. The effectiveness of the proposed methods of corrective pedagogical techniques is possible only with their systematic and early application, taking into account a differentiated approach depending on the structure of impaired development, clinical diagnosis, and the nature of the leading disorder. The success of corrective work is also determined individual features child, his inclinations, interests, abilities, especially if they are identified and developed as early as possible.

Writing is a complex form of speech activity, a multi-level process. Various analyzers take part in it. Between them in the process of writing a close connection and interdependence is established. The structure of this process is determined by the stage of mastering the skill, tasks and nature of writing. Writing is closely connected with the process of oral speech and is carried out only on the basis of its sufficiently high development.

In the classroom, it is recommended to implement a system of remedial education to overcome violations of written speech. Dysgraphia sessions should not become an endless process of writing or rewriting. It is necessary to provide a variety of speech practice for students - for the development of language ability and observation, for the formation of speech communication skills. For these purposes, there are a variety of exercises, most of which are performed orally with a clearly organized system of signals. feedback(cards, symbols, digital series, ball and clapping actions, etc.), that is, to some extent, we form writing operations without a notebook and a pen. Entertaining speech material should also help relieve tension and fear of writing in children who feel their own inadequacy in graph-lexical activity, and create a positive emotional mood in children during the lesson.

BIBLIOGRAPHY

Volkova G.A. Psychological and speech therapy study of children with speech disorders. St. Petersburg, 1993

Galkina V.B., Khomutova N.Yu. . The use of physical exercises for the development of fine motor skills of the fingers in the correction of speech disorders in primary school students.// Defectology, 1999, No. 3

Gaydina L.I., Obukhova L.A. Speech therapy exercises: Correction of violations of written speech. Grades 1-4. – M.: VAKO, 2007

Speech therapy: Proc. For students defectol. fak. ped. in-tov / L.S. Volkov, R.I. Lalaeva, E.M. Mastyukova and others; Under the editorship of L.S. Volkova.-2nd ed. - In 2 books. Book 1. M .: Education: Vlados, 1995.

Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschoolers. St. Petersburg, 2013

Mastyukova E.M. Curative pedagogy (early and preschool age) - M .: Humanit. Ed. Center VLADOS, 1997

I.N. Sadovnikova. Violations of written speech and their overcoming in younger students: Textbook - M .: “Humanite. ed. VLADOS Center, 2012

Sinitsyn V.A. So that the tongue is not tangled - M .: LLC IKTC "Lada", 2008

Stolyarenko L.D., Samygin S.I. Psychologists and Pedagogy in Questions and Answers. Series "Textbooks, study guides". Rostov-on-Don: "Phoenix", 2000

Psycholinguistics and modern speech therapy / Ed. Khalilova. - M.: Economics, 1997.

Fomicheva M.F. Teaching children the correct pronunciation. M., 1981

Fotekova T.A. Test method for diagnosing oral speech of younger schoolchildren. M., 2010

Tsvyntary V.V. We play with fingers and develop speech. Nizhny Novgorod, 2013

Yurova E.V. 200 exercises for the development of writing. Primary education. - M .: "AQUARIUM LTD", 2012

ANNEX 1

Assessment of speech therapy status

Researched parameters		Grading system
The state of the articulatory apparatus	volume of movements; switchability; anatomical structure;	1 point - norm (correct execution); 2 points - deviations in the anatomical structure; 3 points - incomplete range of motion; 4 points - insufficient ability to switch; 5 points - synkinesis, hyperkinesis
Breathing characteristic	type of breathing;	1 point - diaphragmatic; 2 points - chest; 3 points - clavicular
Breathing characteristic	expiratory volume;	1 point - sufficient to pronounce a detailed phrase; 2 points - sufficient for pronunciation of a simple phrase; 3 points - sufficient for pronouncing a three-syllable word; 4 points - for pronouncing a two-syllable word; 5 points - inhalation speech
		1 point - normal; 2 points - weak; 3 points - hoarse; 4 points - squeezed; 5 points - nasalized
Early speech development		1 point - available; 2 points - absent.
The state of the impressive speeches	understanding of situational speech;	1 point - understands sentences with a causal relationship; 2 points - understands and executes the instruction from two tasks; 3 points - understands and follows instructions from one task; 4 points - understands and executes a one-step instruction with help; 5 points - does not understand and does not perform
The state of expressive speech	expressive speech;	1 - extended phrase; 2 - simple uncommon sentence; 3 - two-word sentence; 4 - one-word sentence; 5 - onomatopoeia, sound complexes
Prosodic side of speech		1 - the tempo is normal, the intonation side is quite pronounced; 2 - the pace is fast (slow); 3 - the tempo is normal, the intonation side is weakly expressed; 4 - the tempo is broken, intonationally non-expressive speech; 5 - monotonous pronunciation
State of sound pronunciation	consonants; whistling; sonorous; iotated; and other sounds	1 - sound pronunciation is normal; 2 - one group of sounds is broken; 3 - 2 groups are violated; 4 - more than 3 groups are violated; 5 - impaired pronunciation of sounds of early ontogenesis
The syllable structure of the word	syllabic structure of the word;	1 - owns the syllabic structure of complex words like "policeman"; 2 - reproduces words like "compote"; 3 - reproduces three-syllable words like "panama"; 4 - distorts the structure of two-syllable words like "broom"; 5 - distorts the structure of the most simple words type "mom, fly."
State phonemic hearing	definition of a given sound in a word; differentiation of words of paronyms; highlighting a vowel sound against the background of a word; highlighting a consonant sound against the background of a word; determining the number of sounds in a word;	1 – phonemic awareness saved; 2 - does not differentiate sonoras; 3 - does not distinguish sounds by hardness - softness; 4 - does not distinguish between voiceless and voiced paired consonants; 5 - does not differentiate vowels
Sensory Sphere Status	2-3 years: correlation of words with objects, actions; color differentiation; size differentiation differentiation in form; 4-7 years old: correlation of words with objects and actions; from 4 years old: vegetables, fruits, clothes, shoes, furniture, movements, self-service actions, relative, qualitative and possessive adjectives; from 5 years old: dishes, transport, domestic and wild animals, baby animals; from 6 years old: professions, professional activities;	1 - participates in a role-playing game; 2 - participates in the story game; 3 - performs a chain of game actions; 4 - performs objective actions; 5 - performs specific manipulations; 6 - non-specific manipulations (throws, takes in the mouth, etc.)
General characteristics of the active dictionary	general concepts: verb dictionary; adjectives; numerals; pronouns;	1 - all parts of speech of the Russian language are represented in the active dictionary; 2 - in the child's dictionary there are no pronouns, adverbs, few adjectives; 3 - in the dictionary only simple verbs, confuses verbs that are close in meaning; 4 - the dictionary is limited to everyday topics; 5 - a very poor vocabulary, consisting of sound complexes denoting several concepts at the same time
Grammar speeches	the use of prepositions; use of the single plural nouns; change of nouns by cases; changing nouns and adjectives by gender and number; changing verbs by tenses;	1 - norm; 2 - does not change in cases; 3 - generic concepts are not formed, does not change by numbers; 4 - does not use prepositions; 5 - speech is grossly agrammatic.
Connected speech	drawing up proposals for pictures; compiling a story based on a plot picture; compiling a story based on a series of plot pictures; compiling a story based on key words and sentences; retelling of the read text;	1 - the story (retelling) is correct; 2 - cause-and-effect relationships are slightly violated; 3 - the pictures are laid out correctly, the story is composed with a distortion of meaning; 4 - the pictures are laid out, the story is composed with the help of leading questions; 5 - the task is not available even with the help of
Written speech		1 - competent writing; 2 - allows minor errors; 3 - spelling and dysgraphic errors; 4 - moderate dysgraphia; 5 - rough dysgraphia
Reading skills		1 - reads in whole words, understands what is read; 2 - reads in words, does not fully understand what is read; 3 - syllable-by-syllable reading, understands the meaning of what is read; 4 - syllable-by-syllable reading, the meaning is misunderstood; 5 - letter-by-letter reading, cannot retell

APPENDIX 2

Testing the ability to pronounce words of different syllabic structures

Researched sound	Words of syllabic structure. and structures
Researched sound		more complex
Vowels: a, o, u, i, e, s	spider moss echo	ditch panama cocks
Consonants: S	dog wheel nose	pine shepherd cash desk
	tooth castle goat	splinter castle star
	hat cat mouse	bumblebee school chess
	pajama knife	lampshade pajama hacksaw
	Paley chicken chain	cucumber officer mitten
	stocking glasses key	stuffed laundry
	brush box pliers	lizard cave
	dog teeth	butterfly bagel drum
	house water melon	deuce grandpa
	head leg eyes	needle paper shop
	willow owl cow	firewood nails
	paw saw table	violet tent bottle
	hand beard ax	sparrow eyebrow wire
	mom lemon house	raspberry fly agaric samovar

Researched sound	Syllabic structure words oh structure
Researched sound		more complex
	knife, sleigh ram	bath wreaths book
	reel hand hammer	dill cutlets corn
	fly rooster	ottoman robe
	lantern closet shoes
Mitigation	ribbon iron rope	deer lollipop corridor
(iotation) i, e, u	box hedgehog skirt	lighthouse egg
	barn tram sparrow gun dress feathers

APPENDIX 3

Exercises for corrective work at the phonemic level

1). Sound formation

To fix the recognition of printed letters, using the poems of A. Shibaev.

2). Simple Forms of Sound Analysis

Vowel recognition (by ear)

Among other vowels. If a certain vowel is named, students should raise cards with a [+] sign, if not, cards with a [-] sign:

a) after a choral repetition of a series of sounds;

b) without re-pronunciation:

At the beginning of a word. Having heard and repeated the word, the students raise the cards [+] or [-], determining the presence of one specific vowel in the initial position. Installation on given sound is reinforced by demonstrating the corresponding letter in order to prevent children from forgetting the original instructions. Gradually, all vowels should be in the field of auditory attention of students. Sample list of words for oral exercises:

A ) initial vowel in stressed position:

perch, knot, needles, address, revived, name, supper, gasped, vacation, beehive, ducks, windows, echo, August, smart, hoarfrost, occasionally, matinee, island, games, oral, donkey, atlas, order, corner, from afar, stork, this one;

b) initial vowel in unstressed position:

pharmacy, raisins, go, gone, album, actor, floor, patterns, faded, exam, study, watermelon, shark, cleaning, teacher, diamonds, screen, excursion, hear, orange, stage, sometimes, tool, fell, asphalt, from afar, insulator, appetite, drummer, emblem, terrible, presentation.

B) in the middle of a word . Determine the presence of a vowel sound:

ABOUT

bush, juice son, our smoke, carried the forest, tooth

closet, sleep is small, the mouse sat down, had a bow, drank

floor, onion bull, poppy cheese, salt current, soup

dew, moss elk, steam chalk, let wash, oak

garden, march goose, bull tank, sewed dust, catfish

mouth, rice step, ball pain, dig grandson, beetle

Isolation vowel sound (on hearing)

a) From a series of vowels (in the initial position). Raise the letter corresponding to the first vowel:

uia, aio, eoy, oiu, ioa, aue, etc.

b) From a series of syllables with a repeated vowel sound:

st - us - uk om - he - op

ar - ash - an ah - al - as

il - it - is eh - ek - et

pa - ka - na ha-ra-va

then - so - lo you - we - ly

ru - well - tu ti - ki - ni

c) From the word (in the initial position, under stress). Raise the corresponding letter:

spark, army, shoes, asters, narrow, street, island, games, turn, stork, sort of, supper, fiery, hedge, matinee, oriole, very, occasionally, area, address, smart, from afar, fishing rod, atomic, echo, perch, this one.

d) From the word (vowel in the middle of the word, under stress):

fluff, knife, here, there, whale, himself, catfish, mouse, goose, grew up, beetle, daughter, garden, poured, floor, washed, drank, dug, rice, noise.

Consonants

Consider the articulation of individual consonants, the pronunciation of which is available to all students (identify essential articulatory features for the formation of auditory differentiations):

P- closed lips "explode" under the pressure of exhaled air. The sound does not last;

m- closed lips do not open, exhalation is directed through the nose (control with a mirror - it will fog up). The sound can be pulled;

f- the lower lip closes with the upper incisors, the exhaled stream passes through this gap. The sound can be pulled;

G- the tip of the tongue rests on the upper incisors. The exhaled jet "explosion" destroys this barrier. The sound does not last;

n- the tip of the tongue rests on the upper incisors. The exhaled stream passes through the nose. The sound can be pulled.

1. Recognition of a consonant sound (by ear)

Initial sound in a word: raise the sign [+] or [-]:

m- sail, milk, carrots, cabbage, hammer, balcony, flour, splinter, nightingale, coin, bouquet, cranes, frost, book, T-shirt, ant, courage;

P- crumbs, package, wheel, tent, smart, grain, panama, fern, banner, flame, scissors, parquet, stones, shepherd, spider, number, floated;

f- pear, cap, fruits, ears of corn, beans, bottle, nature, fountain, cardboard, vents, factory, ships, football, cabin, lanterns, apron;

n- notes, worries, reward, back, newspapers, appliances, beginning, stripe, wind, news, birch, thimble, folk, November, chamomile, drink;

T- jugs, table, palms, swing, dance, axe, stool, wheel, secret, coach, tablet, plate, reference, taiga;

The last consonant in the word:

f- difficult, fortress, closet, peat, mine scarf, giraffe, raincoat, fire, old man, telegraph, device, paragraph, rocket;

T- cat, advice, sugar, example, hello, scooter, acrobat, flame, salute, vinaigrette, fruit compote, dawn, crocodile, hippopotamus, cricket, compass, cake;

To- house, knock, ringing, sound, cockerel, soldier, satellite, country, east, oats, spider, collar, briefcase, apron, tomato, parade, powder.

Consonant in the middle of a word:

P- plum, linden, cereal, ax, Thursday, shovel, compote, hamster, clock, turtle, report, jelly, lettuce, drop, grass, turnip, flowers, large, slept;

m- mountain ash, room, titmouse, look, scrambled eggs, Wednesday, fire, costumes, loud, pipe, paw, lamp, grass, tram, clubs, flower beds, pennant;

f- crust, jacket; umbrella, clutch, briefcase, bell, telephone, profession, request, lines, elevator, tablet, napkin, coffee pot, samovar, sundress, etc.

Select pictures whose names contain a certain consonant sound: a) at the beginning of a word; b) in any position

Selective dictation of words.

A) Oral- raise a letter if the word contains a certain sound (letters are distributed to children in advance).

b) Writing- recording words containing a certain sound (you can use the words available for students to write from the data above).

2. Isolation of a consonant sound by ear in the initial position

a) From a series of syllables: to-ta-tu op-up-up

na-well-but as-os-is

sa-so-su um-am-em, etc.

b) From the word (in the initial position).

Conversation on the text of the poem:

Here's how many "k" I can say:

pan, coffee pot, box, bed,

cow, apartment, painting, carpet,

pantry, gate, chest of drawers, corridor ...

Oh, that's enough! And the sound can get tired too!

But what can you name on "t"?

Axe, stool, plate and spoon...

You seem to have messed up a bit.

Well, okay, I'm not going to stray anymore.
Listen, I’ll name the dishes with “s”:
a glass, a frying pan, a salt shaker and... a cat.
- Where is the cat from?

Got in the window!
Better ask the cat - where did you come from

And are all the dishes in the kitchen intact ...

(L. Kuklin.)

Students continue to choose words for a given sound.

c) The game "Curious". The facilitator asks questions, students in response come up with a sentence, all words in which begin with one sound, for example:

Who? What did you do? To whom? What?

Dad brought Petya marshmallows.
Sonya knitted a sweater for her sister.

3. Isolation of the last consonant in a word

Name the last consonant:

bush, sang, dream, argument, soup, full, weight, chair, kvass, park, tail, squeak, gram, cake, wolf, thunder, elephant.

Add the missing letter (one of the given: x, m, k). With each word received, make a sentence orally:

ko-, pu-, ra-, lu-, ro-, ma-, ki-, mo-, zhu-, me-, co-.

Add the missing letter. Words without the last consonant are dictated. When dictating, the teacher indicates the missing consonant sound with a light tap of a pencil. Recording in one letter (t, w, l, k ...):

airplane-, karanda-, samosva-, collar-, teahouse-, sakha-, shala-, football-, zamo-, vete-, chulo-, foam-, soldier-...

Game "Chain of words". Choose words so that the last sound of the spoken word becomes the first sound of the next, for example:

bridge - phone - socks - needle - bus...

1. Isolation of paired consonants from words according to the subject picture (in the initial position), for example [firewood], [rough].

2. Comparison of d and t by articulation (similarity and difference).

3. Comparison of these sounds with their graphic representation. Differentiation t - d in syllables (orally and in writing).

4. Looking at paired pictures. Analysis of words-paronyms in meaning and in sound. Making sentences with them (orally).

dacha - wheelbarrow of souls - ink

house - tom rod - duck

daughter - dot coil - coil

5. Enter the missing letters t, d. Make sentences with the received words. Sample:

6. Complete the sentences by choosing the right word:

Alyonushka has in her heart....
Rotten on the porch .... (board, melancholy)

The wind... the last leaves.

Bring a guest... (chair, blew away)

Brother...exam.

I... a good student. (passed, became)

7. Find a mistake in a poem:

The poet, inventing a line,
I put my daughter at the end.

8. Write down words under dictation in two columns (according to the presence of t, d):

Bucket, winds, cloud, blew, knock, smart, countries, hit, fog, dozed off, doors, whistle, pipe, girlfriend, grass.

9. Selective writing of words:

with sound only T: ran, pipe, branch, dandelion, wipe.

10. Add the missing syllable yes or yes:

a) verbally - with throwing the ball; b) in writing:

lopa -, nature -, children -, voro -, goro -, mach -, boro -, goose -, dark -, sword -, posu-, deaf-, free-, simple-, stars -, zabo -, cold - , bese -, kar -.

11. Write down verbs with prefix do-. Orally make sentences with them.

Sample: pulled - pulled.

He dragged, drowned, stomped, held, was on duty, did.

Underline the letters r, d with colored pencils.

(soft options)

1. Select soft phonemes from words in the initial position.

te - de; te - de - those; hell these...

3. Write them down from dictation.

4. Match the words-paronyms in meaning and sound :

day - the shadow follows - will fly off
case - body go - want

5. Select soft phonemes from words - raise the corresponding letters:

calmed down, touched, shadows, glass, marvelous, poetry, sow, divide, nine, mother, swans, well done, black grouse, put on, be on duty, multiplier, put in.

6. Write down words under dictation in two columns (according to the presence of t "-d")

wind, girls, wash, water, december, tree, dark, wall, days, guests, flies, week, october, picture, middle, record, horses, woke up.

7. Change the words according to the model:

a) verbally - with throwing the ball; b) in writing.

Sample: log in - log in.

Look - ..., go - ..., find - ..., move away - ..., come - ..., take away - ..., follow - .... dress up - .... come in - ..., move on... wait...

8. Clearly pronounce the tongue-twister:

The woodpecker is sitting on a branch,
woodpecker hammering a tree.
Day hammers, two hammers -
nose to the sky.

9. Write off by inserting the missing letters d or t:

a) -e-and state-or at -e-and in the village. -I-I treated-il-e-her me-ohm. Guys-ishki start-or lo-point in the first place. Coming soon-e-le-o. -e-and sing-u- into the forest for the yago-ami. -u- -bad. Bu-u-and jelly-and.

b) -e-and si-i- under the s-arym -kill. In half-en-am goose-th-en. I-yo- with -support -i-i V-i. He boo-e-cut dry knots, “-e-and, oh-oh-and-e from the tree. Suk upa-yo-.

10. Auditory dictation:

a) It is autumn. Cold wind is blowing. The sun shines dimly. It rains often. Birds fly in friendly flocks to warm countries. There is silence in the forest. The day became short.

b) A dreary autumn stands in the middle lane for a long time. Rain, wind, cold. The distance is shrouded in a gray mist. The last leaves are falling from the trees. Flocks of birds are ready for long-distance flights. All living things are waiting for Mother Winter to come.

11. Texts for graphic dictation.

Ice floes are melting on the glass.
A wild duck leads ducklings.
An owl sees in the dark.

a) The sea is covered with ice. And the speedboats stopped. They have no further way. And the icebreaker is coming. He crushes ice floes under him, breaks them. There is now a long corridor among the ice. Steamboats follow the icebreaker.

b) Gardens were burdened with fruits. The fruits huddled together like chicks in a nest. The gardener walks from tree to tree. He picks up the ripe fruit and puts it in a basket. The basket is covered with a tablecloth and carried to the car. They put her in the front seat. These wonderful apples are sent to the capital for an exhibition.

a) raise the corresponding letter; b) write the letters in the slots of the text printed on the card.

Ri-nya-ul is a wet fan, eating snow. At night, finally, it gushed - wow, and it rumbled through the window so much that Nikita woke up, sat down in the bed and listened, smiling.

Chu-esen the noise of the night-ozh-I. “Sleep, sleep, sleep,” he hurriedly taught in s-yoklam. And the fan in -emno-e in gusts tore -fields with a re- -ohm.

Niki-a turned the cold c-horn up in the ear, lay down again and tossed and turned, that is, in violation of the connection of words: coordination and control.

To o-ru-ozh-b passed, but the sky was still in -heavy-uch. From the snow there was not even a trace. The wide thief was covered with blue puddles. The whole wasp, clean, air was full of the noise of pa-a-ing ...

Breaking the ice, the river overflowed its banks, twisted l-ins, uprooted kus-s, went high through the dam and pa-ala in

PROGRAMMA

for 2017-2018 academic year

Compiled by: speech therapist Ulyanova Yu.E.

Kondopoga 2017

EXPLANATORY NOTE

Relevance of the problem

Currently, the number of children experiencing difficulties in mastering the school curriculum has increased. One of the reasons for school maladjustment of children is a violation of their written language (dysgraphia, dyslexia and dysorphography). A diagnostic examination shows that learning difficulties are largely due to the underdevelopment of oral speech, the lack of formation of phonetic-phonemic and lexical-grammatical components of speech, a violation of the optical-spatial organization of writing activity, a lag in the development of mental processes (memory, perception, thinking), a decrease in concentration voluntary attention.

Currently, a violation of writing (dysgraphia) in its pure form is extremely rare, most often it is a combination of various types of dysgraphia (for example: articulatory-acoustic dysgraphia and dysgraphia due to impaired language analysis and synthesis; a combination of agrammatic, acoustic and optical dysgraphia). Often dysgraphia is combined with dyslexia and dysorphography. In such cases, it is much more difficult to plan corrective work. Without specially organized, systematic assistance of specialists, these violations cannot be compensated. Therefore, it became necessary to develop a correctional and developmental program that would have an integrated approach and include different kinds correctional and developmental pedagogical activity to eliminate the shortcomings of oral and written speech in mixed forms of dysgraphia.

Purpose of the program

The main goal of the program is the correction of oral speech disorders, the prevention and correction of dyslexia, dysgraphia, dysorphography and the formation of prerequisites for the full assimilation general education program in all subjects.

Tasks programs

Educational:

Development of perception of metric analysis and synthesis;

Development of sound-letter analysis and synthesis;

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

Formation of the spatial organization of activity on the basis of letter material;

Formation of optical-constructive activity.

Correction-developing:

Development of visual-subject and spatial perception;

Development of visual memory;

Development of voluntary attention, concentration, switchability;

Expansion of the vocabulary of speech, elimination of agrammatisms in speech;

Development of thought processes: analysis and synthesis;

Development of auditory perception, voluntary attention, memory;

Development of selectivity of auditory-speech memory;

Development and formation of the ability to understand and accept learning task, delivered in verbal form;

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

Health saving:

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

Alternation of static and dynamic games and exercises.

Principles used in the program

Correctional work with children with speech disorders is based on the principle of early diagnosis, the principle of an activity approach, and is also built taking into account the individually differentiated characteristics of children.

One of the initial principles of correctional and pedagogical work with children is the principle of the unity of diagnosis and correction. Observation of the dynamics of a child's development in the conditions of purposeful corrective work is of the utmost importance for determining the ways and methods of its concrete content at various stages of education and upbringing.

Speech therapy work on the correction of violations of written speech in schoolchildren is based on the following theoretical provisions and principles:

1) The principle of taking into account modern scientific and theoretical ideas about the psychophysiological structure of the writing process, about the operations of this process.

2) The principle of taking into account the etiology, mechanisms, structure of speech disorders, the severity of reading and writing disorders.

3) The principle of taking into account the phased formation of speech skills.

4) Relationships between the development of written speech and cognitive processes; mental operations (analysis, synthesis, comparison, generalization, classification) and other mental processes and functions;

5) The principle of the activity approach.

6) The principle of a differentiated approach.

7) Ontogenetic principle (the sequence of corrective work is determined by the sequence of its development in ontogenesis).

8) Comprehensive and systems approach. The focus of speech therapy work on the entire speech system as a whole, as well as on the development of mental functions. In addition, in corrective work to overcome violations of written speech, general didactic principles are also taken into account: visibility, accessibility, consciousness, and others.

Methods used in the program

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

Main methods:

Specific (motor-kinesthetic, auditory-visual-kinesthetic);

Didactic:

visual;

Verbal methods based on visualization;

Verbal methods without relying on visibility;

Practical methods that should be playful.

targetaudience

This program of correctional and developmental work is designed for children of primary school age from 7 to 10 years old.

General characteristics of the program

The program is implemented with group form work. The program includes a course of classes that are held once or twice a week. The correction course consists of several blocks.

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

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

correction block.

The correction block includes several sections. The speech therapist has the right to change the order in which correctional material is presented, to exclude or add (if necessary) the topics of speech therapy classes and the number of hours for repeating and consolidating educational material.

Section I. Corrective work at the phonetic level.

Correction of defects in pronunciation. Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and the skills of analyzing and synthesizing the sound-syllabic composition of a word. Improvement of sound generalizations in the process of exercises in sound analysis and synthesis. The development of the slogo-rhythmic structure of the word.

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

Each of the sounds is worked out in isolation: its articulation, phonetic characteristics, graphic representation, phonemic analysis and synthesis of words with a given sound are specified;

Oppositional sounds are differentiated by articulation, phonetic design and semantic role in the word, the skill of correct writing is formed.

Work at the level of a syllable, word, phrase, sentence and text in grade 2 is carried out at the main stage of work during the differentiation of oppositional sounds.

Work at the phonetic level includes two main areas:

Development of sound analysis of words (from simple forms to complex ones);

The development of phonemic perception, i.e. differentiation of phonemes having similar characteristics.

Phonemic representations are formed in children as a result of observing various variants of phonemes, their comparison and generalization. An invaluable role in the formation of phonemic representations is played by articulatory kinesthesias.

For this reason, from the very first lessons, children's attention is drawn to the work of the articulatory apparatus in order to make it sufficiently controllable, to teach children to evaluate their muscle sensations when pronouncing sounds, words, linking these sensations with acoustic stimuli. For this purpose, the articulation of the vowels of the first row, as well as those consonants, the pronunciation of which usually does not suffer, is worked out. Exercises in recognizing and isolating these sounds in words are first carried out based on loud pronunciation, then on the usual pronunciation of words (in a conversational volume voice), and then on silent execution.
The relationship between letter and sound is also revealed. Further speech therapy work is directed to the development of sound-letter analysis and synthesis.

At this stage of correctional work, great importance is given to the differentiation of letters that have a kinetic similarity either by the number of elements (l-m, p-t, i-sh, c-sh), or by the spatial arrangement of the elements (b-d, c-d, y-h, g-r), or by the presence or absence of elements of these letters (u-d-z, o-a, n-u, l-i, a-d, i-y, x-zh, sh- sch). Corrective work begins with actions with pictures, geometric shapes and suggests optical-spatial differentiation; in addition, exercises are useful: in the construction of letters with the help of counting sticks; guessing isographs and letters, kinetically mixed by the element of these letters; task with "noisy" letters. At the same time, the main task of a speech therapist is to teach children to identify "supporting" features that distinguish mixed letters. This work is carried out at each lesson in its organizational part (2-3 minutes), then children who mix children by kinetic similarity receive individual tasks on cards at home.

In addition, work is underway to differentiate phonemes that have acoustic-articulatory similarities, and first of all, this differentiation of vowels of the I and II series.

Based on the vowels of the II series, the speech therapist leads students to understand and practically master one of the ways to merge consonants.

The work at the first stage ends with the differentiation of consonant sounds. Here, the speech therapist gives the concept of voiced and deaf sounds, compares them in pairs, explains the similarities and differences. Further work on separate pairs of sounds is offered individually on cards to those children who mix letters according to acoustic-articulatory features.

II section. Correctional work at the lexical and grammatical level. Clarification of the meanings of the words in the children's vocabulary; further enrichment of vocabulary by accumulating new words,

Work on the lexical level includes the following areas:

Quantitative growth of the dictionary (due to the assimilation of new words related to various parts of speech, and due to the development in children of the ability to actively use various methods of word formation). Clarification of the meanings of the words in the children's vocabulary;

Qualitative enrichment of the dictionary (by mastering the semantic and emotional shades of the meanings of words, the figurative meaning of words and phrases);

Cleansing the dictionary of distorted, colloquial and slang words.

At the lexical level, work is underway to clarify and expand the student's vocabulary. A speech therapist introduces children to the phenomena of synonymy and antonymy of words. Acquaintance with the concept of "related word" is carried out. The ability to select related words is practiced. Introduction to common words. Differentiation of single-root and related words. Replenishment of the dictionary and development of word formation skills.

Also at this level, acquaintance with the morphemic composition of the word is carried out: root, prefix, suffix, ending; Difficult words. Students learn to form new words using prefixes, suffixes, adding two roots.

Children's ideas that a word consists of sounds are also clarified, sounds merge into syllables. Then students learn the syllabic structure of the word, first relying on the rhythmic pattern of the word and the graphic image, then on the syllable-forming role of vowels. At this stage, the speech therapist focuses on the selection of vowel sounds from the word (stressed and unstressed).

Section III. Corrective work at the syntactic level.

Basic syntactic units: phrase, sentence. Grammar of sentences. Distribution of offers. Improving the skills to build and rebuild sentences. Formation of coherent speech. Development of communication skills. Selection of adequate language means for constructing an utterance.

When examining all components speech system children with dysgraphia (sound pronunciation, phonemic processes, grammatical structure and coherent speech), a large lag in the development of the dictionary is found.

In the oral and written speech of the younger schoolchildren of the group under consideration, there are many errors associated with the inflection of the main parts of speech (agrammatisms); insufficient formation of practical skills and abilities in the field of word formation is found (in some children, word creation does not fade away - inadequate use of certain morphemes in the formation of words, leading to children's neologisms).

Connected speech in children with dysgraphia suffers no less than vocabulary and grammatical structure. The greatest difficulty is the compilation of an independent story, as well as a story from a picture or a series of paintings.

Logopedic work at the syntactic level includes the following areas:

Overcoming and preventing erroneous phrases in the speech of students, their assimilation of the compatibility of words, the conscious construction of sentences.

Enriching students' phrasal speech by introducing them to the phenomenon of polysemy, synonymy, antonymy, homonymy of syntactic constructions.

At this level, work is carried out to introduce students to words-objects, designate the studied words with the help of schemes. Introduction to the concept of number. Inflection of nouns. Formation of the skill of education of forms units. and many others. number of nouns. Work is underway on the practical use of nouns of various kinds. Acquaintance with case forms of nouns.

Acquaintance with words-signs. Designation of the studied words with the help of schemes. Work is underway to develop the skill of inflection and coordination of adjectives with nouns in gender, number and case.

Introduction to action words. Designation of the studied words with the help of schemes. Work is underway to develop the skill of inflection and agreement of verbs with nouns in number, gender.

Corrective work is also being carried out at the level of proposals. Students learn to match sentences with graphic scheme. Work is underway to build proposals of various types. Establishing a causal relationship in complex sentences. Differentiation of concepts is carried out: phrase-sentence-text. Work is underway with deformed sentences, texts.

When working on a proposal, you must:

Learn to highlight sentences from a solid text;

To teach the ability to write a sentence with a capital letter and put punctuation marks at the end, to distinguish between main and secondary members;

To form the ability to establish a connection between words in a sentence, to distinguish between a sentence, its main members and a phrase.

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

Program structure

The program for the correction of written speech in elementary school includes:

1. Explanatory note.

2. Thematic planning of individual and group correctional classes for the correction of violations of written and oral speech:

Grade 1 "Prevention of violations of reading and writing";

Grade 2 "Correction of violations of reading and writing";

3-4 classes "Correction of mixed dysgraphia"

Dysgraphia based on a violation of phonemic recognition-differentiation of phonemes, with elements of dysgraphia on the basis of a violation of language analysis and synthesis and optical dysgraphia.

3. Evaluation of the results at the end of the remedial course.

Estimated result

By the end of remedial education, children shouldknow:

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

All letters and sounds of the native language;

Distinctive features of vowels and consonants;

Vowels and consonants;

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

Pairs of vowels; pairs of consonant sounds according to hardness-softness, according to sonority-deafness;

By the end of the course, children shouldbe able to:

Recognize and distinguish between vowels and consonants;

mark vowels; hard, soft, deaf and voiced consonants in writing;

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

Distinguish by ear and in pronunciation mixed sounds;

Produce phonetic parsing words; produce sound-letter parsing syllables and words;

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

Choose words for a given sound;

Compare words with similar sounds;

Build sound schemes of syllables and words;

Compose phrases and sentences with mixed sounds;

Restore sentences and text with given sounds;

Independently write auditory and visual dictations, presentations and compositions using oppositional sounds.

The performance of the work is determined by the results comparative analysis data from the initial speech therapy examination and the state of writing skills on the final test. To do this, during the initial and final examination, children are asked to write unfamiliar texts similar in complexity to dictation. The state of the writing skill is carried out according to the criteria: the number and quality of errors, the awareness of writing.

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

Terms of use of the program, equipment

The program can be successfully implemented if the following materials and equipment:

An office equipped with children's tables and chairs.

speech mirror.

Methodological aids (dummies, game aids, etc.)

Demonstration visual material (photos, videos, visual aids, real samples) in accordance with the topic being studied.

CALENDAR AND THEME PLANNING

TO PROGRAMME

for the correction of written and oral speech

in children of primary school age (grades 1-4)

for 2017-2018 academic year

Grade 1 "Prevention of violations of reading and writing"

(including the program "PNSH")

	Themes	Number of lessons	date
Diagnostic block
	Primary diagnosis Intermediate Diagnosis** Final diagnostics
Preparatory block
	Speech and non-speech sounds. The development of auditory attention. Sounds of speech. The structure and functions of the speech apparatus. Sound production.
Correction block
	From sound to word. The concept of "word".
	Word-subject. Living and non-living things. Asking the question “Who? What?"
	Word action. Onomatopoeic verbs. Verbs are antonyms.
	The concept of "offer". Two-part sentence (subject-action). Offer boundaries.
	Differentiation of the concepts of "word-sentence". A three-word sentence (subject-action-subject). Offer scheme.
	Sign word. Description of the object according to the plan. Formation of relative adjectives. Antonyms.
	Expanding the sentence with adjectives.
	Prepositions B, ON. Preposition symbols. Drawing up a proposal with a preposition according to the scheme.
	Sound [a]. Letters A, a. Capital letter in proper names.
	Sound [o]. Proposal with O. Differentiation of sounds [o] - [a]. Letters Oo, Aa.
	Sound [y]. The concept of "vowel". The position of a sound in a word. The letters u, u. . A sentence with the preposition U. Word formation: baby animals.
	Sounds [y], [a]. Letters Uu, Aa. Compound sentence with union A. Adjectives-antonyms.
	Sound [s]. Letter y. Reading syllabaries.
	Sound [and]. The letters i and i. Union And in simple and complex sentence. Sentence schemes Differentiation of sounds [i-s]. unit - pl. Reading syllabaries.
	Syllable. Dividing words into syllables. Sound-syllabic analysis and synthesis of words. stress.
	Differentiation of sounds [l-l "] in words and sentences. Letters Ll.
	Differentiation of sounds [rr"] in words and sentences. Letters Rr.
	Dictation.
	Sound [th]. Iotated vowels. Letter y.
	Differentiation of sounds [l "th] in words and sentences. Letters Ll, Yy. Dictation.
	Hard-soft consonants. Vowels I and II series. The softness of consonant sounds in writing. Letters a-z, ooh, ooh, ooh. Working with a deformed word. Reading.
	soft sign at the end of a word. Plural - unit noun
	Soft sign in the middle of a word. Working with deformed sentences. Reading.
	Differentiation b and b words and sentences.
	The concept of "consonant".
	Sounds [z-z "]. Letters Z, Z. Suggestion FOR.
	Sound [s]. The concept of "consonant". Letter C, p. Preposition С (СО) in a sentence.
	Differentiation of sounds [s-s "]. The concept of "hard-soft consonant". Preposition of movement s, co.
	Differentiation of sounds [s-z] in words. The concept of "voiced-voiced consonant".
	Sounds [s, z] in a sentence. Prepositions FOR, BECAUSE.
	Reading
	Reading.
	Reading
	Sound [g]. Letters Zhzh. Reading.

	Sound [w] in words and sentences. Letters Sh sh.
	Sounds [sh] in words and sentences. Spelling Shi, Zhi.
	Letters Ss, Sha. Reading.
	Differentiation of letters similar to writing a-o, w-i, b-d, n-p, p-t, i-sh, k-n, l-m, x-zh, w-sh.
	Sound [h]. Letters hh
	Differentiation of sounds [h-sh] in words and sentences
	Sound [c]. Letters Ts.
	Dictation.
	stress. Reading.
	Word wrap.
	Related words. Single-root related words.
	Offer. Punctuation marks.
	Prepositions in sentences.

	Working with deformed text.
	Development of coherent speech

	Work on a story based on three plot pictures.
	Work on a story based on a plot picture.

Thematic planning of group speech therapy classes for students

2 classes "Correction of violations of reading and writing"

(taking into account the PNSh program)

	Themes	Number of lessons
Diagnostic block
	Primary diagnosis Intermediate Diagnosis** Final diagnostics
Correction block

	Clarification of the concepts of "sound-letter", "vowel-consonant". Sounds of speech. organs of articulation. Vowel sounds.
	Clarification of the concepts of "sound", "syllable", "word". Dividing words into syllables.
	Isolation of vowels of the first row from syllables and words. (A, U, O, E, I, S)
	Consonant sounds and letters. Differentiation of hard and soft, voiced and deaf consonants.
	Sound-letter analysis and synthesis of words with iotated vowels: i, u, e, e



	The letters "a-z" after hard and soft consonants.
	The letters "y-y" after hard and soft consonants.
	The letters "o-e" after hard and soft consonants.
	The letters "i-s" after hard and soft consonants.
	The letter "b" at the end of a syllable or word as an indicator of softness at the end and middle of a word. Separating soft sign. Formation of possessive adjectives.

	Voiced and voiceless paired consonants.
	Unpaired voiced and voiceless consonants.
	Paired voiced-voiced consonants. Differentiation of sounds [b-p] in words and sentences.
	Differentiation of sounds [v-f] in words and sentences.
	Differentiation of sounds [g-k] in words and sentences.
	Differentiation of sounds [d-t] in words and sentences.


	Differentiation of sounds [s-sh] in words and sentences.
	Differentiation of sounds [z-g] in words and sentences.
	Differentiation of sounds [s-ts] in words and sentences.
	Differentiation of sounds [l-r] in words and sentences.





	Differentiation of letters having kinetic similarity
	Differentiation of letters that are similar when writing a-o, u-i, b-d, n-p, p-t, i-sh, k-n, l-m, x-zh, w-sch.

	Syllabic analysis and synthesis. Syllabic role of vowels. The concept of a syllable. Transfer rules. stress.
	Words are the names of things. Animate-inanimate objects. Proper name. Antonyms. Synonyms. Multiple words.
	Words are names for actions. Antonyms. word formation
	Distinguish between object words and action words. Synonyms.
	Offer (subject-action, subject-action-subject). The grammatical basis of the sentence.
	Offer. Intonation. Punctuation marks at the end of a sentence. Offer boundaries. Proposal basis.
	Words are the names of features. Statement of questions. Spreading the sentence with the help of words - the names of the signs. Proposal basis.
	Paired voiced and voiceless consonants at the end of words.
	Word forms.
	Stressed and unstressed vowels (including at the root of the word)
	Unstressed vowels A-O in the root
	Unstressed vowels I-E-Z fundamentally
	End of words-names of objects.
	The basis of the word and its ending. Zero ending. (words are the names of objects that have no ending)
	Words are the names of things. Determination of the type of words-names of objects.
	The ending of words - the names of objects (masculine, feminine, neuter)
	Words are the names of objects. Number and gender.
	Words are the names of features. Number and gender.
	Words are names for actions. Number and gender.
	Differentiation of the studied parts of speech. The base of the word.
	Related cognate words. Extraction of the root of a word.
	The alternation of consonant sounds in the roots of words.
	Words are objects of male and female with the basis for a hissing sound.
	Prepositions.


	Development of coherent speech
	Work on the story-description.
	Work on the story of the chain structure.
	Work on a story based on two plot pictures. Presentation.
	Work on a story based on three plot pictures. Presentation.
	Repetition and consolidation of the material covered.

Thematic planning of group speech therapy classes for students

3 classes, diagnosed with mixed dysgraphia

(dysgraphia based on impaired phonemic recognition-differentiation of phonemes, with elements of dysgraphia based on impaired language analysis and synthesis and optical dysgraphia)

(taking into account the PNSh program)

	Themes	Number of lessons
Diagnostic block
	Primary diagnosis Intermediate Diagnosis** Final diagnostics Clarification of the diagnosis. Study of non-speech mental functions. Sound state. The state of respiratory and voice function. Reproduction of the sound-syllabic structure of the word. The state of phonemic perception, phonemic analysis and synthesis. The study of vocabulary and grammatical structure. Study of the process of writing and the process of reading. speech therapy conclusion.
Correction block
	Corrective work at the phonetic level

	Vowel differentiation a-o, i-u, o-u
	The designation of the softness of consonants in writing
	Hard and soft consonants
	Designation of softness of consonants by means of vowels of the II row. Formation of vowels of the second row. Sound analysis and synthesis of words.


	Differentiation of consonants with acoustic-articulatory similarity

	Paired voiced-voiced consonants. Differentiation of sounds [b-p] in words and sentences.
	Differentiation of sounds [v-f] in words and sentences.
	Differentiation of sounds [g-k] in words and sentences.
	Differentiation of sounds [d-t] in words and sentences.
	Differentiation of sounds [s-s] in words and sentences.
	Differentiation of sounds [zh-sh] in words and sentences. Spelling Shi, Zhi.
	Differentiation of sounds [s-sh] in words and sentences.
	Differentiation of sounds [z-g] in words and sentences.
	Differentiation of sounds [s-ts] in words and sentences.
	Differentiation of sounds [l-r] in words and sentences.
	Differentiation of sounds [sh-sh] in words and sentences.
	Differentiation of sounds [s "-u] in words and sentences.
	Differentiation of sounds [h-sh] in words and sentences. Spelling CHA, SHA, CHU, SHU.
	Differentiation of sounds [h-t "] in words and sentences.
	Differentiation of sounds [ts-t "] in words and sentences.
	Corrective work at the lexical level
	One-word words. The concept of "one-root" words. Extracting the root of a word
	Single-root words and words with homonymous roots
	Single-root words and homonyms, paronyms




	Unstressed vowels at the root of a word
	Difficult words. Letters o, e in compound words
	Attachment word formation. Spatial prefixes. Prefixes of temporary meaning.
	Differentiation of prefixes similar in letter composition.
	Unstressed vowels in prefixes.
	A double consonant at the junction of a prefix.
	Separating b and b signs
	Prepositions
	Distinguishing prefixes and prepositions
	Parts of a word. Ending and stem

	Corrective work at the syntactic level
	Inflection of nouns (Number, gender, case)
	Suffix word formation. Diminutive suffixes. Profession suffixes. Parsing a noun.
	Declension of nouns.
	Pronoun. Change in numbers, persons, genders (3rd person pronouns, singular). Spelling of pronouns with prepositions.
	Inflection of adjectives. Coordination of adjectives with nouns in number, gender.
	Coordination of adjectives with nouns by cases (without introducing concepts)
	Spelling of adjective endings. Statement of questions. Composition breakdown.

	Spelling is not with verbs.

	The connection of the verb with the adverb, Posing questions.
	Working with deformed sentences. Suggestions for the purpose of the statement. The grammatical basis of the sentence.
	Offers from homogeneous members. Offer schemes.

	Text. Working with deformed text.
	Development of coherent speech

	Repetition and consolidation of the material covered.

LESSON ANNUAL WORK PLAN
WITH A GROUP OF 4th CLASS STUDENTS,
HAVING A DIAGNOSIS OF "MIXED DYSGRAPHY"

(Agrammatic dysgraphia, with elements of dysgraphia on the basis of a violation of linguistic analysis and synthesis).

(taking into account the PNSh program)

	Themes	Number of lessons
Diagnostic block
	Primary diagnosis Intermediate Diagnosis** Final diagnostics Clarification of the diagnosis. Study of non-speech mental functions. Sound state. The state of respiratory and voice function. Reproduction of the sound-syllabic structure of the word. The state of phonemic perception, phonemic analysis and synthesis. The study of vocabulary and grammatical structure. Study of the process of writing and the process of reading. speech therapy conclusion.
Correction block
	Corrective work at the phonetic level
	Isolation of vowel sounds against the background of a word. Phonetic, semantic role of stress. phonetic analysis.
	Vowel differentiation
	The designation of the softness of consonants in writing
	Hard and soft consonants
	Designation of softness of consonants by means of vowels of the II row. Formation of vowels of the second row. Sound analysis and synthesis of words.
	The letters "a-z", "y-y", "o-e", "e-e" after hard and soft consonants
	The letter "b" as an indicator of softness at the end and middle of a word. Separating soft sign. Formation of possessive adjectives.
	Differentiation of consonants with acoustic-articulatory similarity
	voiced and voiceless consonants. Differentiation of voiced and voiceless consonants in words and sentences
	Paired voiced-voiced consonants. Differentiation of sounds [b-p] in words and sentences.
	Differentiation of sounds [v-f] in words and sentences.
	Differentiation of sounds [g-k] in words and sentences.
	Differentiation of sounds [d-t] in words and sentences.
	Differentiation of sounds [s-s] in words and sentences.
	Differentiation of sounds [zh-sh] in words and sentences. Spelling Shi, Zhi.
	Differentiation of sounds [s-sh] in words and sentences.
	Differentiation of sounds [z-g] in words and sentences.
	Differentiation of sounds [s-ts] in words and sentences.
	Differentiation of sounds [l-r] in words and sentences.
	Differentiation of sounds [sh-sh] in words and sentences.
	Differentiation of sounds [s "-u] in words and sentences.
	Differentiation of sounds [h-sh] in words and sentences. Spelling CHA, SHA, CHU, SHU.
	Differentiation of sounds [h-t "] in words and sentences.
	Differentiation of sounds [ts-t "] in words and sentences.

	The alternation of consonants in the root of the word.
	Paired voiced and deaf consonants at the end and in the middle of the word root. Spelling: chk, chk, schn, zhi, shi, cha, scha, chu, shu
	Prepositions
	Sound-letter analysis words
	Word composition. Parsing words by composition.
	Morphological analysis of parts of speech
	Unpronounceable consonants at the root of a word.
	Suffix word formation. Distinguishing suffixes.
	Doubled consonant letters at the root of a word. Word hyphenation with double consonants.
	Double consonant at the junction of a prefix
	Proposals with homogeneous members. Offer schemes
	Simple and complex sentences. Proposals with the union I. Punctuation marks in a complex sentence. Analysis of the proposal.
	Verb. Conjugation. Stressed and unstressed personal endings.
	Agreement of verbs with a noun in number, gender. Verb tense.
	Spelling is not with verbs.
	Unstressed verb suffixes in the past tense
	Suffixes of the imperative form of the verb
	Infinitive,. Statement of questions. Spelling ь after h. Parsing the verb as a part of speech.
	Spelling o and ё after nouns hissing in roots
	Spelling o and ё after nouns, adjectives hissing in endings and suffixes
	Orthograms in roots and suffixes of words Letters o and e after hissing and c
	Unstressed vowels in a suffix, checked and unstressed
	Spelling in the endings of words
	Spelling in prefixes
	Separating b and b signs, possessive adjectives
	Soft sign after hissing
	Spelling tsya, tsya in verbs
	Common and non-common suggestions
	Working with deformed sentences. Suggestions for the purpose of the statement. The grammatical basis of the sentence.
	Text. Working with deformed text.
	Development of coherent speech
	Making a story plan. Text retelling Writing a summary (essay)
	Repetition and consolidation of the material covered.
total

Note:

* marked topics are worked out for classes as needed (during the entire course of correction).

** Intermediate diagnosis is carried out at the end of the first half of the course of correction (if necessary).

The topics of the classes can be changed, depending on the difficulties encountered by the students.

Bibliography

Eletskaya O.E., Gorbachevskaya N.Yu. Organization of speech therapy work at school. - M., 2005.

Efimenkova L.N. Correction of oral and written speech of primary school students. - M., 1991.

Correction of violations of written speech / Ed. N.N. Yakovleva. - St. Petersburg, 2009.

Lalaeva R.I., Venediktova L.V. Diagnosis and correction of reading and writing disorders in younger schoolchildren. - SPb., 2001.

Mazanova E.V. Correction of acoustic dysgraphia. - M., 2008.

Mazanova E.V. Correction of dysgraphia on the basis of violations of language analysis and synthesis. - M., 2008.

Mazanova E.V. - Correction of agrammatic dysgraphia. - M., 2008.

Mazanova E.V. - Correction of optical dysgraphia. - M., 2008.

Sadovnikova I.N. Disorders of written speech and their overcoming in younger schoolchildren. - M., 1997

Games correction of violations of oral and written speech. Correction of violations of written speech. Development of coherent speech

Bibliography

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)