Correction of dyslexia in a child. Prevention of dyslexia and dysgraphia (practical techniques) Secondary prevention of dyslexia and dysgraphia

The concept of “dyslexia” is not familiar to an ordinary person, so when faced with it, many parents panic. Even those families who were actively involved in their development before the child entered school can hear such a diagnosis. Outwardly, a completely healthy baby who is able to memorize a huge poem, draw beautiful picture and show a gymnastic trick, may have this specific ailment. It is important for parents to take steps to correct dyslexia as soon as possible.

Dyslexia and its causes

Dyslexia is a neurological disorder or mental disorder in which some structure of the cerebral cortex blocks the work of the analyzer, resulting in a violation of general learning and the correct perception of numbers, signs and letters. There are several types of pathology: phonemic, agrammatic, optical, mnestic or semantic.

The violation is detected in preparatory group kindergarten or first grade school, when the child is trying to learn to read and write. Until 1887, such children were considered unteachable, but the doctor Rudolf Berlin investigated this problem and noted that children with this disorder may have a high IQ and extraordinary abilities.

Dyslexia is found in 4.7% of children entering school. The disorder is more common in boys, as well as in children who use their left hand for writing and have a right-hemisphere type of thinking.

Congenital factors in the formation of dyslexia

Scientists agree that the disorder is often congenital, due to the following reasons:

Causes of acquired dyslexia

In rare cases, the loss of the skill of correctly perceiving signs, letters and numbers is acquired after birth. The problem may arise due to the improper functioning of a separate part of the brain, provoked by several reasons:

Mechanism of dyslexia

The skill of reading and writing as a psychophysiological process is possible due to the coordinated work of such brain analyzers as visual, speech-auditory and speech-motor. The human brain, in the process of reading, goes through several stages:

1. perceives letters, recognizes them and distinguishes them;
2. relates them to the corresponding sounds;
3. puts sounds into syllables;
4. combines syllables into words and then into sentences;
5. understands and understands what is read.

With dyslexia, there is a violation of the perception mechanism or a complete inability to complete any stage due to particular underdevelopment mental functions ensuring normal reading process.

The child cannot reproduce the information he has just read; when reading, he confuses sounds by rearranging them.

Classification: types of dyslexia and accompanying symptoms

Experts identify several types of pathology such as dyslexia. Parents need to know and understand the characteristics of each of them, because they have specific signs that require different diagnostics:

Diagnosis of dyslexia

At an early stage of child development, it is already possible to independently diagnose manifestations (especially phonemic and mnestic forms), indicating a possible predisposition to this pathology. Observant parents should pay attention to the following symptoms that appear at 5-6 years of age in order to contact specialists in time for further testing and correction:

• late start of speaking;
• inattention and reluctance to read aloud independently;
• confusion with the definition of top - bottom, right - left;
• impaired coordination and fine motor skills;
• clumsy way of holding a pen or pencil;
• poor memory and slowly expanding vocabulary;
• replacing words and letters when retelling a cartoon watched and a story heard.

If you notice any symptoms, you need to contact a speech therapist, who will collect a detailed description and conduct testing according to the method of the Soviet doctor A. N. Korneev. The specialist will ask the child to perform several actions: list the days of the week and seasons, copy the suggested gestures (for example, clap, clench your fist, wave your hand), repeat any logical chains, repeat difficult to pronounce words, form the plural form for the proposed noun and adjective.

Additionally, the child should visit an otolaryngologist, ophthalmologist and psychoneurologist to identify problems with vision, hearing and level of mental development. Genetic predisposition is identified using analysis of the DCDC2 gene.

Correction methods

Dyslexia is a disease that can be completely cured with timely consultation with specialists (before the age of 10), adequate and careful compliance with all necessary conditions. Each subtype of pathology can be treated with special exercises in accordance with the manifestation of its characteristic symptoms, slowly and difficultly, but there will be improvement in any case.

Modern medicine offers several methods to help solve the problem of dyslexia in a child:

Exercises

It will be easier to cope with the problem if you start treatment, prevention and perform simple gaming techniques at home in advance.

Experts have developed many tasks that help not only cope with the manifestations of the disease, but also develop the thinking of a preschool child:

Forecast and preventive measures

Parents do not need to be afraid and panic when the doctor says that the child has problems, regardless of the type of pathology diagnosed. At the same time, the baby can show extraordinary abilities in music, drawing, biology and other areas of scientific knowledge. He just needs to be helped to overcome difficulties with reading and writing, which, with persistent correction and the use of methods for getting rid of dyslexia, do not interfere with living a happy life.

Attentive parents who are concerned about their child's success in school and adult life, from birth, will develop fine and gross motor skills, offer various games to overcome symptoms and errors, improve memory, attention and visuospatial function. From early childhood, there is no need to deprive the baby of communication with parents, peers and just people around him. Parents should try to speak correctly at home, excluding dirty words and obscene language.

Children's thinking abilities are negatively affected by too frequent "communication" with electronic gadgets and a computer. It is necessary to limit a preschooler’s time near the monitor to 30 minutes or one hour a day.

As stated in the previous section, correction of dyslexia and dysgraphia is most successful when started early. Prevention is an even more effective measure to prevent the development of these disorders.

Primary prevention of dyslexia and dysgraphia

It consists in eliminating the main etiological factors related to these disorders. To achieve this, the following measures can be recommended:

1. Measures to prevent antenatal pathology of the fetus and newborn: protecting the health of expectant mothers and pregnant women, optimal organization of monitoring of pregnant women and prevention of pregnancy complications, prevention of birth injuries, infection of the fetus and newborn, etc.

2. Measures to reduce somatic and infectious morbidity of children in the first years of life.

3. Early diagnosis and timely treatment of perinatal cerebral pathology.

4. Early diagnosis and correction of speech development disorders in children. Late appearance of the first words (after 1 year 3 months) or phrases (after 2 years) is a sufficient basis for the intervention of a speech therapist. Symptoms of deviant development of a child’s phonological system are an absolute indication for a course of speech therapy and medical-pedagogical correction.

5. If a child has bilingualism, it is necessary to choose adequate methods of teaching literacy. Children who have changed their language of instruction are at risk for dyslexia and dysgraphia and should receive individual assistance in learning a second language.

6. Work with disadvantaged families and families of children who do not attend kindergarten: organizing “schools” for parents with teaching methods for preparing a child for school, developing the necessary sensorimotor and speech skills.

Dyslexia is considered one of the common learning problems in children. It is difficult for a child who suffers from dyslexia to learn to write and read, even despite a satisfactory level of intelligence, good hearing and vision. The child does not perceive written information well, his coordination is impaired, and he has problems mastering spelling. Hyperactivity and attention deficit disorder develop.

Research in the field of this disease has demonstrated that in most cases a hereditary tendency has a strong influence. The main causes of dyslexia are brain dysfunction caused by many factors. Thus, during the period of intrauterine life of the fetus, long labor, anemia or heart disease in the mother, early separation of the placenta, and entanglement of the umbilical cord can lead to brain damage, which also leads to ONR and ZPR.

Also, the causes of dyslexia in a child may be toxic lesions of the central nervous system due to alcohol or drug intoxication, jaundice in a newborn, etc.

The reasons may be the following: transferred infectious diseases mother during pregnancy. There is a possibility of disrupting brain function mechanically through long-term labor, intracranial hemorrhages and fetal expulsion manipulations, which lead to ONR and ZPR.

Even if the above factors were not noticed during pregnancy, there are signs that lead to slow maturation of the cerebral cortex. This can happen due to chronic diseases, infections, neuroinfections. As a rule, Dyslexia may be accompanied by cerebral palsy, aphasia, mental retardation, and alalia, OHP.

There are also social factors that influence the development of dyslexia and mental retardation in a child. Among them are bilingualism, deficit of verbal communication, and pedagogical neglect.

Other reasons may include OHP ( general underdevelopment speech) or DPR (delay mental development). OHP represents the unformed sound and semantic side of speech, which is expressed in gross or residual underdevelopment of processes such as lexical, grammatical and phonetic. Children with special needs speech pathology make up 40% of all students, and OHP or mental retardation sooner or later can lead to dyslexia.

Symptoms

You should start with the most early symptoms. Having noticed the first signs, you should definitely consult a doctor. First of all, this is a restructuring of the order of letters in the process of composing words, modification of the order of numbers, refusal to read aloud and write, difficulties in learning the alphabet, inattention, clumsiness, poor memory, confusion in orientation.

• IN preschool age signs may be the following: late development of the speech apparatus, poor memorization of the simplest things, difficulties in learning and pronouncing words. There are also problems in communicating with peers, and confusion appears in the arrangement of letters in words, and mental retardation develops.
• In grades 1–3 Elementary schoolchildren may have problems decoding words. He can reverse words and letters and replace some similar-sounding words with others. With dyslexia, it is difficult to read, memorize facts, new knowledge is slowly acquired, impulsiveness, anxiety, and clumsiness are manifested.
• IN high school Children with this disease find it difficult to read. They refuse to write or read out loud. Handwriting is difficult to read, and there are difficulties pronouncing words and writing them. Learning is slow and difficult. The child has poor memory and has difficulty perceiving body language.
• In high school It is difficult for a child with dyslexia to pronounce words; many errors are revealed during the reading process; it is difficult to read. Problems also manifest themselves in retelling and poor comprehension of information. Symptoms such as slow learning, difficulty adapting to new conditions, and anxiety are noted.
• In adult children with dyslexia there are the following characteristics and symptoms: difficulties in perceiving written and audio information, poor memorization, illegible pronunciation of words. It is difficult to teach such a child to organize and plan his time. He gets confused about the sequence of numbers and words.

Diagnostics

Children with dyslexia undergo an examination, during which reading, hearing, and speech skills are tested. Additionally, a psychological examination is carried out, thanks to which the child’s functional characteristics and learning are determined.

A survey is also carried out to help determine the degree of understanding of the text while reading and listening to speech. Such research can determine which training will be more effective for the child. Thus, passive and active speech is characterized, memory and attention are examined, pronunciation and language are assessed.

Method psychological diagnostics can help identify the emotional aspects that make reading difficult for people with dyslexia. For this purpose, a family history is collected, including emotional disorders and mental disorders.

Speech card

Speech therapists use a speech map for diagnosis. The speech map is universal and is intended for professional and systematic testing of children's speech development. Using the map you can study in detail speech development each person and, as a result, establish optimal methods for correcting pathology.

• Read also:

Treatment

Treatment of dyslexia, as well as ODD and mental retardation, involves speech therapy correction work. This method is effective and is aimed at correcting and eliminating speech pathologies and non-speech processes. Treatment for dyslexia also depends on a certain type diseases.

• With optical form the disease requires work on visual-spatial representation;
• With tactile it is necessary to work on studying and understanding patterns;
• With mnestic form needs to develop speech, auditory and visual memory.

Don't neglect to read:

• To treat phonemic view the disease requires adjustments to the pronunciation of sounds and the formation of an idea of ​​the letter composition of words.
• In semantic form it is necessary to teach the patient grammatical language norms and develop syllabic synthesis.
• Treatment ungrammatical type involves carrying out work on creating grammatical systems.

For adults suffering from dyslexia, ODD or mental retardation, other correction methods are used and extended classes are suggested. But in terms of mechanism, they differ little from the classes that are conducted with children.

Exercises

Treatment involves carrying out all kinds of exercises, which will have a positive effect on the mental and mental health of children in the future.

Cross out a letter

The exercise should be done daily. Children must cross out certain letters for five minutes. For example, cross out the vowel letter “A” and circle the consonant “B”. Over time, you can give tasks with paired letters. After 2 months, such exercises will lead to better writing quality, but this is provided that you do them every day.

• Interesting read:

Dictations

The following exercises suggest writing small dictations every day. Texts of 200 characters will not bore children, and at the same time they will make fewer mistakes. In the dictation, errors are not corrected, but are simply marked in the margins with a black or blue pen, but not a red one. Then you need to give the notebook to the baby so that he can find own mistakes. Such exercises are aimed at helping to get rid of errors in words and sentences.

Articulation training

It is also worth giving exercises to Slow reading with clear articulation and copying. When working with a child, you are obliged to make him feel at least a little success, after a huge number of bad marks in school classes. There is no need to require him to read at speed. The child already experiences enormous stress when reading slowly with an accent and mistakes, but here it is still necessary to read quickly for a while. As a result, neurosis may develop.

In general, exercises may not be voluminous, but high-quality. It is better to write and read less, but while making a minimum of mistakes.

Education

Training sessions with a speech therapist are very important. This way the treatment is faster and more effective. The specialist gives tasks in the form of a game. The child must find a specific letter in a small text or substitute a small written one for a large printed one. He can also cut out letters on paper and read some of their combinations. The process uses a magnetic alphabet to form words. In this way, you can teach your baby to pronounce specific sounds and words.

• Take note:

Training is carried out through numerous repetitions of words, writing a dictation, and a selection of word forms.

How to teach reading

A child who begins to learn to read perceives a letter as a complex graphic detail, which is not so simple in its content. Letters consist of certain components and are located differently in space. During the study of the optical image, the ability to memorize and subsequently reproduce words is manifested. But if a child has difficulty reading, it is worth paying more attention to him and developing a specific treatment and adjustment regimen.

The most important thing is to start correcting speech disorders as early as possible. As a result, you can count on high efficiency regarding the elimination of speech pathologies. In this regard, it is possible to prevent the occurrence of reading disorders.

• We recommend reading:

And remember, the sooner you diagnose and carry out corrective work, the easier it will be to adapt little man to society and minimize neuroses and psychological problems.

Dyslexia is a disorder in which a person can read and understand letters and numbers, but has difficulty differentiating them.

To treat dyslexia, there are special programs, corrective exercises and teaching methods. Teachers and parents must master all these methods and apply them in the classroom and at home.

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Preview:

USING TECHNIQUES

NEURO-LINGUISTIC

PROGRAMMING IN WORK

TEACHERS – Speech therapist

Teacher-speech therapist:

Gridina Yu.A.

At the moment, it is too early to talk about a clear system for using NLP techniques in domestic pedagogy, but the use of elements of this technique in lessons is possible and realistic. Taking into account the neurolinguistic characteristics of children, it is important for the teacher to present the material in a language accessible to children, based on auditory, visual and kinesthetic memorization. To do this, the teacher needs to learn to vary the presentation of the material in all three modalities. This not only helps build on the child's developed modality, but also teaches how to use less developed modalities in the learning process.

When teaching children, it is necessary to provide information through several channels of perception,teach multisensory. Multisensory perception of information in the lesson helps students receive it using their leading channel of perception. Additionally, multisensory learning develops students' other sensory channels.

Working with a visual student, use words that describe color, size, shape, location, and highlight different points or aspects of the content. Record actions, use diagrams, tables, visual aids.

Working with an audit student, use voice variations (volume, pauses, pitch), reflect the rhythm of speech with your body.

Working with a kinesthetic student, use gestures, touches and the typical slow speed of thought processes. Remember that kinesthetic learning is through muscle memory. Let them play the role of different pieces of your information.

If you seriously analyze the results of learning, then special attention should be paid to the memory process.

An auditory learner uses his brain as a tape recorder. Having received a question, he selects the answer tape and scrolls through all the information until he receives the answer.

A student with visual memory is able to “see words with the eyes of the brain.” Visualization of information is the main key to academic success.

A student with kinesthetic memory is able to remember through physical activity.

It is necessary to take into account the manifestations of the leading modality of each individual student. For example, you should not force a kinesthetic learner to sit still during a lesson, since during movement he or she will memorize the material more firmly. The visual learner must be allowed to have a piece of paper in the lesson on which he can draw, shade, draw, etc., in the process of memorizing. The auditor must not make comments when he makes sounds or moves his lips while performing a task. Without this, he may not be able to complete the task.

The student must also make comments in his own language: for the visualist, shake his head, shake his finger; kinesthetics - put your hand on your shoulder, pat it; to the auditor - say in a whisper: “Sh - sh - sh,”

As an example of the possible use of knowledge about a person’s internal strategies, we will describe the NLP technique “Strategy of competent writing (spelling).”

It is based on the phenomenon of so-called “innate literacy,” which helps people who possess it to write accurately without resorting to existing grammar rules. These people have a special strategy that allows them not to make mistakes: they remember words in the form of visual images (the leading system is the visual modality).

This strategy can be taught to a child. Moreover, the effectiveness of learning is much higher than when memorizing grammar rules. The strategy operates automatically, on an unconscious level.

The essence of the technique is that the student is presented with standard words on cards to memorize, so that he can recognize them later.

NEUROLOGICAL CHARACTERISTICS OF STUDENTS.

CORRECTION AND DEVELOPMENTAL NLP TECHNIQUE

"AMBULANCE".

TARGET:

Relieving emotional stress. Improved performance. Development of interhemispheric connections. Development of attention and thinking.

INSTRUCTIONS:

The top letter of each line is spoken out loud. The lower letter indicates the movement of the hands: L - the left hand rises to left side, P - the right hand rises to right side, B – both hands rise up.

The exercise is performed in sequence from the first letter to the last, and then from the last letter to the first.

A B C D E

L P P V L

E F Z I K

V L R V L

L M N O P

L P L L P

R S T U F

V P P L V

X C CH W Y

L V V P L

PORTFOLIO

TEACHERS – Speech therapist

Municipal educational institution GYMNASIUM No. 9

STAVROPOL

Gridina

YULIA ALEXANDROVNA.

Preview:

Dyslexia is a disorder in which a person can read and understand letters and numbers, but has difficulty differentiating them. The IQ of these people is normal, and this is what distinguishes this disorder from, for example, brain damage, in which people have a low IQ.

Dyslexia is not usually diagnosed. The disorder comes in a variety of forms, from an inability to distinguish between the numbers 6 and 9, for example, to a more severe form in which letters and numbers are confused, such as E and 3. These people's speech is normal, but written words or letters may be rearranged.

Dyslexia itself is not a problem, but its social consequences can be quite serious. The child may be ridiculed in class or develop a hatred of letters and numbers. Not only does this affect a child's academic performance, but it can also lead to social withdrawal and an inability to make friends. For this reason, the child may refuse to master any physical skills, which further develops his sense of inferiority.

Parents who find that their child is too shy, withdrawn, unwilling to participate in group activities, afraid of school, or avoids reading and math should immediately raise the possibility of dyslexia. Such children are very good at adapting and often find defense mechanisms, for example, become uncontrollable at school. For this reason, the diagnosis of dyslexia can be made when the child is already grown. I mention this because it is never too late to use available treatments and have significant success in overcoming this problem.

Lack of certain nutrients may cause or worsen dyslexia. Use a multivitamin that contains more zinc, lecithin and amino acids, which are involved in the transmission of nerve impulses, and most of all, beware of dehydration.

Any child who is reluctant to learn letters and numbers, is very shy, unsociable, or has poor school performance should be assessed for dyslexia. If all these characteristic features combined with awkwardness is another reason to suspect a diagnosis of dyslexia.

To treat dyslexia, there are special programs, corrective exercises and teaching methods. Parents should also master all these methods and apply them at home.

Dyslexics are quite easy to identify among other schoolchildren!

A dyslexic person openly manifests himself in writing and reading through the presence of specific errors and problems with handwriting. To identify a dyslexic or a student with dysgraphia, it is enough to look at the student’s school notebook. And the analysis of errors that a schoolchild makes in reading and writing will allow us to determine the specific manifestations of dyslexia in a schoolchild.

Exercises:

1. Work with the ball.

Buy a rubber ball with spikes.

Reading words syllable by syllable, with each syllable - we squeeze the ball with all fingers, watch the ring and little fingers - this is very important!!! These fingers are not developed!!!

Complication - transfer from one hand to the other.

3. Articulation gymnastics.

a) warm-up

Inhale through your nose, exhale through your mouth;

Inhale, hold your breath, exhale;

Inhale, exhale in portions.

b) exercises to develop clarity of pronunciation:

Planes take off: ooh-ooh.

The cars are moving: w-w-w.

The horses galloped: clop-clop-clop.

A snake crawls nearby: shhhh.

A fly hits the glass: s-z-z-z.

c) reading pure phrases in a whisper and slowly:

ra-ra-ra - the game begins,

ry-ry-ry - we have balls in our hands,

ru-ru-ru - I hit the ball with my hand.

d) reading quietly and moderately:

Arch of Arts

arta arda

arla archa

Arsa Arja

e) reading loudly and quickly:

burn - steam - fry

door - beast - worm

e) reading tongue twisters, proverbs, sayings

1. A water carrier was carrying water from under the waterfall.

2. Speak, speak, but don’t talk.

3. Geese are cackling on the mountain, a fire is burning under the mountain.

4. Our head will out-head your head, out-head your head.

5. Our duda is both here and there.

6. A tree is planted soon, but not soon the fruits are eaten.

7. There is grass in the yard, there is firewood on the grass, do not cut wood on the grass in the yard.

8. Near the hill on the hill stood 33 Egorkas: one Egorka, two Egorkas, three Egorkas, etc.

9. Three little birds are flying through three empty huts.

10. In one, Klim, stab the wedge.

11. Like the fiber, like the fabric

12. He pecks the trigger and smokes a Turkish pipe.

13. Libretto “Rigoletto”.

14. Have you watered the lily, have you seen Lydia?

15. The fox runs along the six, lick, fox, sand.

16. The ships tacked, tacked, but did not tack.

g) reading consonants

The student takes a deep breath and as he exhales reads 15 consonants of the same row:

KVMSPLBSHGRDBBLST

BTMPVCHFKNSHLZZTSS

PRLGNTVSCHTSFBHNM

VMRGKTBDZSHCHZBCHVN

FSHMZHDShHChMKPBRVS

PTKZRMVDGBFKZRCH

Reading a consonant with a vowel using the same table.

After this exercise, students practice reading a series of vowels with an emphasis on one of them: a o u y and e.

4. Training exercises to develop reading skills and techniques.

“Tug-1”.

The essence of the “Tug” exercise is reading in pairs. The adult reads “to himself” and follows the book with his finger. And the child reads aloud, but from the finger of an adult. Thus, he must keep up with his reading.

“Tug-2”

consists of reading aloud to an adult and a child at the same time. An adult reads within the speed of a child, who must adjust to his pace. Then the adult becomes silent and continues to read “to himself,” and the child follows his example. Then read aloud again. And if the child correctly “caught” the pace of reading, then he will “meet” him on one word.

Repeated reading.

The student is asked to start reading and continue for one minute. After this, the student notes to what point he has read. Then follows a re-reading of the same passage of text. After this, the student again notices which word he has read and compares with the results of the first reading. Naturally, the second time he read a few words more (some by 2 words, some by 5, and some by 15). Increasing the pace of reading causes positive emotions in the child, he wants to read again. However, you should not do this more than three times! Avoid fatigue. Strengthen the situation of success. Praise your child.

Reading at the pace of a tongue twister.

Children practice reading text clearly and correctly, and most importantly, quickly. The endings of words should not be “swallowed” by the child, but should be clearly pronounced. The exercise lasts no more than 30 seconds.

Expressive reading with transition to an unfamiliar part of the text

The student reads a passage of text, then we explain to the child this way: “Now, read the text again, but a little slower, but beautifully, expressively.” Your student reads the passage to the end, but the adult does not stop him. The child moves on to an unfamiliar part of the text. And this is where it happens small miracle. It consists in the fact that a child who has read the same passage of text several times and has already developed an increased reading pace, when moving to an unfamiliar part of the text, continues to read it at the same increased pace. Its capabilities are not enough for a long time, but if you carry out such exercises daily, the duration of reading at an increased pace will increase. After two to three weeks, your child's reading will improve noticeably.

“Throw - notch.”

Its goal is to develop the visual ability to navigate the text. It consists of the following:

The child places his hands on his knees and begins to read the text aloud at the command “Throw”. When the “Notch” command is heard, the reader lifts his head from the book, closes his eyes and rests for a few seconds, while his hands remain on his knees. On the command “Throw”, the child must find with his eyes the place in the book where he stopped and continue reading aloud. This exercise can last about 5 minutes.

To increase the upper limit of the individual reading speed range, an exercise is used"Lightning".

Its meaning is to alternate reading in a comfortable mode with reading at the maximum speed accessible to the child, reading silently and reading aloud. The transition to reading in the most accelerated mode is carried out at the command of the teacher “Lightning!” and lasts from 20 seconds /at the beginning/ to 2 minutes /after mastering the exercise/. Training can be carried out several times during each reading lesson, and a metronome can be used as an additional stimulant.

Children always want to compete to see who can read faster. In this case, the exercise is useful"Sprint".

If your child’s classmates come to see you, invite them to find the same passage in the book and, on command, begin to read out loud at the same time, whoever is faster, correctly pronouncing the endings of the words. At the signal - “Stop”, the children show with their fingers who has stopped where.

With this exercise, little readers also learn attention and concentration. After all, there are other children nearby reading aloud and making it difficult to concentrate. The child needs to be attentive and not be distracted by extraneous noise. And this skill needs to be developed.

Students’ favorite type of reading is role-playing reading, which evokes a lot of feelings and emotions. Arrange"Radio play."

Reading text with the top of the line covered:

There is a secret in this exercise - an exercise with a trick. The fact is that any intelligent child will notice that when the top line is read in half letters, at this time the bottom line is completely open, and will realize that it is much more profitable to have time to quickly read it while it is open, so that later, when it is closed quickly produce the finished result. Many children quickly adopt this strategy, and this is exactly what is needed to increase their reading speed!

This exercise is formed by several significant educational qualities:

* Reading to yourself (because it needs to be hidden);

* Verbal-logical memory (since it is necessary to retain several words in memory at once and retain them for several seconds).

* Distribution of attention and the ability to perform at least 2 tasks simultaneously (reading a given line out loud and reading the underlying line silently). Most of the time, the student should read “to himself,” silently. This is understandable. It is difficult to read aloud, fatigue comes earlier.

"Lips".

When given the command “Lips,” the child places the finger of his left hand on his tightly compressed lips, which reinforces the psychological attitude toward silent reading. When given the command “Aloud,” he removes his finger and reads the text aloud.

As the student gets used to reading without external signs pronunciation, the command “Lips” is given less and less often and, finally, is canceled completely.

Thus, the less pronunciation, the higher the speed!

The main goal of the next group of exercises- improving reading skills, since poor reading technique invariably affects reading comprehension. For a beginning reader, understanding a word read often does not come along with reading, but after it, when he traces the entire letter sequence.

Gradually the eye gains the opportunity to run ahead and understanding occurs along with reading. We list the most significant exercises in this set:

1. Correct mistakes.

It hits like a fish hitting honey.

A lazy person and a scoundrel are two native gates.

A horn to the ears - even sewn strings.

In the absence of fish, the tank is fish.

Fashion does not flow under a lying stone.

Buy a whale in a bag.

2. Find and write five words that are hidden in these syllables:

Li-sa-dy-ra-ki-you

la-pa-ra-no-sha-lun.

3.Find a name on each line and write it next to it.

FYVAIVANGOR _________

SASHAITEUBLT _____________

ONMAKNGTANYA _________________

The names of animals were hidden among the letters. Find and underline.

FYVAPRENOTM

YACHBEAR

EZDVORONAPA

KENROMICE

3. Read the words and find among them those that can be read backwards.

RIVER, COSSACK, BAG,

BACKPACK, HUT, BIRCH.

4. Cross out the letters that are repeated twice. What is written?

TUIGYUFRZHYADYSHCHMYKBEMZ VYAZLCHAEEDSOPKAZHEBOUSHP

According to A.N. Kornev, primary prevention of dyslexia is:

• 1. Measures to prevent perinatal pathology of the fetus and newborn: protecting the health of expectant mothers and pregnant women, optimally organizing monitoring of pregnant women and preventing pregnancy complications, preventing birth injuries, infection of the fetus and newborn, etc.
• 2. Measures to reduce somatic and infectious morbidity of children in the first years of life.
• 3. Early diagnosis and timely treatment of perinatal cerebral pathology.
• 4. Early diagnosis and correction of speech development disorders in children. Late appearance of the first words (after 1 year 3 months) or phrases (after 2 years) is a sufficient basis for the intervention of a speech therapist. Symptoms of deviant development of a child’s phonological system are an absolute indication for a course of speech therapy and medical-pedagogical correction.
• 5. If a child has bilingualism, it is necessary to choose adequate methods of teaching literacy. Children who have changed their language of instruction are at risk for dyslexia and dysgraphia and should receive individual assistance in learning a second language.
• 6. Work with disadvantaged families and families of children who do not attend kindergarten: organizing “schools” for parents with teaching methods for preparing a child for school, developing the necessary sensorimotor and speech skills.

Secondary prevention of dyslexia

Its basis lies in early detection predisposition to this disorder and carrying out a set of preventive measures. To prevent reading problems, the following is recommended:

• 1. Formation of the functional basis of reading skills. Organizationally, it is most convenient to carry out this work in the speech group of a kindergarten or in kindergarten for children with mental retardation.
• 2. Children with dyslexia have difficulty mastering the skill of reading, which is based on the synthesis of sounds, at the same time as the predominantly analytical skill of writing. In these children, both skills sometimes mutually disorganize each other, therefore, already in preschool age, children at risk need in-depth and systematic work to develop the skills of sound analysis and synthesis.

T.B. Chivileva sees a relationship between underdevelopment of oral speech and writing and reading disorders.

Therefore, to eliminate violations, a unified system of corrective action is necessary. Main directions of speech therapy work:

Development of phonemic awareness. The differentiation of oppositional sounds and syllables is carried out not only by ear, but is also reinforced in written speech. The formation of phonemic perception is carried out with the obligatory participation of the speech motor analyzer

Work on sound pronunciation. First of all, it is necessary to eliminate all shortcomings in the pronunciation of phonemes (distortion, replacement, lack of sound). Sometimes there are children whose sound pronunciation is intact. In such cases, clearer (almost exaggerated) articulation should be practiced in order to turn on the speech motor analyzer. In addition, it must be remembered that with impaired phonemic hearing, even intact sounds cannot be articulated absolutely clearly

Development of sound analysis and synthesis skills.

Work on developing sound analysis skills is always carried out on the material of sounds correctly pronounced by children. The main types of this work are:

• a) isolating words from a sentence, syllables from words, and then sounds. Such an analysis should be accompanied by drawing up a diagram of the whole sentence (the long line is a sentence, the short lines are words, the smallest lines are syllables, the dots are sounds);
• b) adding missing letters and syllables;
• c) selection of words by the number of syllables (one-syllable words are written in one column, two-syllable words in the other, etc.);
• d) coming up with words for a given sound and writing them down, selecting for each word another with an oppositional sound, etc.

Enrichment of vocabulary and development of practical ability to use it.

Children are taught in different ways the formation of new words, for example the formation of words using different prefixes from the same verb stem ( gone, came, came, went, crossed) with using one prefix from different verb stems ( came, brought, flew, ran etc.). Another type of dictionary work is the selection of words with the same root. This type of work dramatically improves the spelling of unstressed vowels, as it makes it easier for the child to select test (same-root) words. Throughout all classes, children’s vocabulary is expanded, clarified, and consolidated.

The main task is to combine exercises on sound analysis of each word with clarification of its meaning and exercises in writing and reading. Much work is being done to activate vocabulary.

Development of grammatical skills. The main tasks of this stage are working on understanding and using prepositions, composing sentences based on pictures, series of pictures, distributing and shortening sentences, etc.

Development of coherent speech, both oral and written. Classes to eliminate deficiencies in writing and reading are conducted throughout academic year. A necessary condition Their effectiveness lies in the development of written and oral speech.

For G.V. Chirkina is characterized by the combination of psychological, linguistic and clinical (etiopathogenetic) criteria.

The psychological and pedagogical classification of speech disorders is widely used as the basis for staffing special speech therapy institutions and choosing frontal methods of influence. It was developed by R.E. Levina and is based on identifying, first of all, those signs of speech insufficiency that are important for the implementation of a unified pedagogical approach in training and education.

Based on psycholinguistic criteria - violations of linguistic means of communication and violations in the use of means of communication in the process of speech communication - speech defects are divided into two groups.

To the first group The following disorders include: phonetic underdevelopment; phonetic-phonemic underdevelopment; general speech underdevelopment.

To the second group refers to stuttering, in which the basis of the defect is a violation of the communicative function of speech while maintaining the linguistic means of communication.

The severity of reading impairment in children varies and depends on the nature of the primary impairment, the structure of the defect, compensatory capabilities, and the stages of reading acquisition. All this determines the basis of corrective action. R.E. Levina noted that unlike writing, which in a certain sense is a reproducing, constructive process, the act of reading is characterized by recognition. Such recognition takes place when reading words, sentences, sometimes entire passages, as well as when reading letters and parts of words.

Thus, if the child’s sound-letter image of a word is defective, then it is revealed that it is impossible to recognize or is unprepared to recognize sound word images known to the child from oral communication in their sound-letter expression. The lack of a clear sound-letter analysis leads to great difficulties in recognizing the correct image of a word. Since reading and writing impairments are a secondary manifestation of oral speech underdevelopment, depending on the structure of the defect, 2 levels are distinguished (according to the severity of the reading and writing impairment):

Level I - reading and writing impairments caused by underdevelopment of the sound aspect of speech (FFS). If the defect manifests itself only in the underdevelopment of phonemic processes, then in this case, reading and writing disorders are caused only by it. Reading and writing disorders are typical for this group of children.

Level II - reading and writing impairments caused by underdevelopment of both the sound and semantic aspects of speech (ONR). In this regard, in written works of children with SLD, along with errors reflecting the immaturity of the sound side of speech, errors associated with the immaturity of the lexical and grammatical means of the language are noted. When entering a general education institution, such children become underachieving students due to defects in speech activity.