Consultation for parents

“Classes on the prevention of dysgraphia and dyslexia
V preparatory group kindergarten"

Prevention of dyslexia and dysgraphia is a pressing problem in modern conditions. Prevention of reading and writing disorders is one of the priority areas of activity for a speech therapist in a preschool educational institution.

Currently requirements for children entering first grade have increased. The training programs are complicated and rich in a variety of material that must be learned through reading and writing. A child going to a public school from speech therapy group with a diagnosis general speech underdevelopment, has great difficulties in learning to read. As studies by A.N. have shown. Korneva (1995), when identifying dyslexia and dysgraphia at the age of 6-7 years and prevention of reading and writing can be brought to normal levels in 82% of children. It is clear that no child can suddenly, suddenly, learn to read and write absolutely correctly. All children go through a stage of initial literacy learning, during which they make more or less errors. But we are not talking about such errors - natural, natural ones - when we mean pathology.

Analysis of mistakes and difficulties faced by children with general underdevelopment speech when teaching reading and writing, shows the role and importance of preventing dyslexia and dysgraphia. Difficulties and errors are primarily associated with insufficient mastery of the sound composition of a word, mixing of similar acoustic sounds, and inadequacy of sound analysis and synthesis. This entails the inability to recreate the correct and accurate sound form of a word in the context of visually perceived graphic signs.

If a child does not have a clear idea of ​​what sound-letter elements a word consists of, then it is difficult for him to form generalized sound-syllable patterns. Overcoming general speech underdevelopment and preventing reading impairment should be carried out comprehensively.

Main directions of speech therapy work:

1. Development of phonemic awareness . Recognition of non-speech sounds and speech sounds. Distinguishing the pitch, strength, and timbre of the voice based on sounds, words and phrases. Distinguishing between words that sound similar. Differentiation of phonemes and syllables. Development of basic sound analysis skills.

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

3. Development of sound analysis and synthesis skills . Isolating words from a sentence, from words-syllables, from syllables-sounds. Distinguishing between any speech sounds, both vowels and consonants. Consonants: voiced and voiceless, hard and soft. Isolating any sounds from a word. The ability to combine sounds into syllables, syllables into words. The ability to determine the sequence of sounds in a word and the number of syllables. Enrichment of vocabulary and development of practical ability to use it. Teaching children in different ways word formation using various prefixes. Another type of work is the selection of words with the same root. Much work is being done to activate vocabulary.

4. Development of grammar skills . The main tasks of this stage are to work on understanding and using prepositions, composing sentences based on pictures, series of pictures, distributing and shortening sentences.

5. Development of coherent speech . Work is underway to teach how to write descriptive stories and improve the skills of retelling short texts.

In groups with general speech underdevelopment, training is designed for two years, so it is advisable to divide the sound analytical-synthetic method of preventing dyslexia and dysgraphia into two stages:

1. First year of study. Letterless period. Sound analysis and synthesis of combinations, syllables and words is carried out.

2. Second year of study. Letter period. A sound-letter analysis and synthesis of syllables and words is carried out. Analysis of texts and sentences.

At the letterless stage of learning, it is necessary to develop preschoolers’ interest in classes and form conscious mastery of the phonetic system of the language. Various games and gaming techniques help to awaken cognitive interest.

A didactic game is a teaching tool, so it can be used in classes by a speech therapist teacher. At the same time, play is the main activity of children. Thus, didactic game has two goals: one of them is educational, which is pursued by an adult, and the other is playful, for which the child acts. It is important that these two goals complement each other and ensure the assimilation of program material.

Based on the above, it should be noted that in correctional groups with general speech underdevelopment, all conditions have been created to overcome speech defects and prepare children for school.

It is necessary to continue and expand work on improving the sound analytical-synthetic method of teaching literacy, because there is a high probability of dyslexia in children with general speech underdevelopment.

Consultation for parents “Preventing “mirroring” in writing”

IN elementary school During the learning process, children encounter various difficulties, in particular, “mirroring” when writing. The prerequisites for this phenomenon can be identified and eliminated even in preschool age. “Mirror writing is one of the manifestations of optical dysgraphia associated with the child’s difficulty in assimilating visual images of letters, many of which seem “similar” to him. At least 23 letters of the Russian alphabet cause difficulty due to their mirror properties.

During the examination, the child can be asked the following tasks:

In each pair of letters, show the correct one;

Come up with and tell how you can change an incorrect (mirror) letter into a correct one.

You can identify the “mirroring” of visual perception by using such a test. Take two pencils, placing one of them on the table in a vertical direction, and attach the other to it with right side at right angles. Ask the child, looking at this sample, to do the same with his pencils. The same can be done in the process of drawing various simple objects and figures.

Incorrect reproduction of letters indicates the persistent nature of the child’s difficulties and the general lack of formation of spatial concepts.

Before you begin work on eliminating “mirroring”, you need to carry out preparatory stage, which helps develop a child’s awareness of his own body. Here we should start by instilling in him a clear differentiation of his right and left hands: “Which hand is your right? Which one is the left one? In which hand do you hold a pencil, a spoon?” Then train the child to correctly find his right leg, right eye, left ear, right cheek. (Jump on your left leg. Put left hand on the right cheek.) At the same time, orientation in space should be taught from the point of view of taking into account the right and left sides, explaining to the child that all those objects that are located closer to his right hand are to his right, and those that are closer to his left hand are to his left. After this, you need to ask questions about the location of various items: “Is the closet to your left or right? Etc. When the child learns to accurately answer such questions, you can move on to determining the location of objects in relation to each other: “Put the notebook to the left of the book. Sit to the right of Dima.” Only after mastering the peculiarities of the spatial arrangement of objects will the child be able to finally understand whether to the right or left of the vertical stick it is necessary to write a horizontal stick and half an oval in the letter B. It is not very effective to immediately begin work with children mastering the outline of letters. To clearly understand the concepts of “top”, “bottom”, “right”, “left”, “center”, it is useful to play various games with them: laying out letters from sticks, focusing on which direction the letter is directed; identification of letters written on cards correctly and mirrored; game “Wonderful Chest” (feeling cardboard letters with eyes closed); Identification of letters written on the back, arm, palm; game “The letter is broken” (finding the missing elements of letters); finding letters in geometric shapes; drawing letters on sand, snow; search for letters written one against the other, or “noisy” letters, etc.

Memo for parents “Learning to hear sounds and pronounce them correctly”

Dear parents!

We offer you games and exercises that you can use at home to reinforce correct pronunciation. Try as often as possible to encourage your child to listen to the sound “clothing” of words and evaluate his own pronunciation. Remember that your speech is a model for the child, so it should be clear, intelligible and expressive. Don’t forget to monitor your child’s correct pronunciation of the sounds being reinforced both in play and in everyday life. Do not skimp on praise and encouragement; they are an important incentive for successfully consolidating your gains. speech therapy classes skills.

"Stop the game." Name any words. The child says “stop” if he hears a word with a reinforced sound. Find out what word the child heard. Start the game at a slow pace and gradually speed it up.

"Scouts". Invite all family members to go to the kitchen (bathroom, hallway) or look in the closet and find as many objects as possible with an attached sound. Whoever finds the most items wins.

"Guess - ka." Invite the children to guess different objects based on their descriptions, reminding them that the assigned sound “lives” in all words. Consider rewarding yourself for pronouncing a word correctly.

“Fix it - ka.” Say words with poor pronunciation and ask your child to correct the mistake.

"Be careful." When reading fairy tales, stories or poems, ask your child to remember as much as possible more words with attached sound from this work. A similar task can be offered when looking at illustrations in a book.

"Who's bigger?" Compete with your child to come up with words with fixed sounds.

"We are artists." Speak to your child a tongue twister, a tongue twister, or a short poem with a fixed sound several times in different intonations (surprised, cheerful, sad). Pronounce the sound being fixed a little longer than usual.

“Is it possible or not?” Agree with your child that you will closely monitor his speech and will be able to fulfill only those requests that he pronounces without errors.

In this consultation, parents are invited to: get acquainted with the concept of “dysgraphia”, its distinctive features, the importance of preventing this condition in children is reported, and it is proposed to use kinesiological exercises as prevention different types(their description is given).

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Dysgraphia - this is a partial impairment of writing, manifested in persistent, multiple, repeated errors, which is often caused by organic lesions of brain areas and immaturity of higher mental functions, responsible for the writing process.

Signs:

1.The following errors are systematically found in the child’s notebook:

Distortion of letters and underwriting of elements;

Replacing handwritten letters with graphically similar ones;

Replacing letters with others denoting similar sounds;

Changing the sound-letter structure of a word: omissions (gardens - OGORDA), permutations (Moscow - MOSCAV), perseverations (gorka - GOGKA), mixing or combining letters and syllables (list-SIST);

Violations of sentence structure, combined or separate spelling of words ( White birch growing by the window. – BELABE WILL EARN EYES.);

Agrammatisms in writing (NO PENCIL).

2. The student has difficulty mastering writing, writes slowly and unevenly.

3. It is not easy for a child to isolate a complete thought from a speech stream.

4. At the text level, there are no indications of sentence boundaries.

All these signals indicate the risk of dysgraphia.

Prevention of dysgraphia.

Prevention of dysgraphia should be carried out in the process of speech development in conjunction with the development of fine and gross motor skills.

Kinesiological exercises have a good effect.

Kinesiology - the science of developing mental abilities and physical health through certain motor exercises.

These exercises are aimed at activating various parts of the cerebral cortex, which allows you to develop the child’s abilities or correct problems in various areas of the psyche. The most favorable period for their use is up to 10 years, until the cerebral cortex is completely formed.

Classes on the prevention of dysgraphia can be carried out with early age, must be carried out in preschool (especially if problems in speech development are identified).

Under the influence of such training, positive structural changes occur in the body. The more intense the load, the more significant they are. Gradual, meticulous work will help the child learn the specifics of his native language.

Options for kinesiological exercises.

1. Exercises for the development of interhemispheric interaction.

“Ring” - move your fingers as quickly as possible, sequentially connecting the index, middle, etc. into a ring with the thumb.

“Mirror drawing” - on a blank sheet of paper, simultaneously taking a pencil or felt-tip pen with both hands, draw mirror-symmetrical pictures, letters, patterns.

“Ear - nose” - with your left hand grab the tip of your nose, with your right hand - the opposite ear. Simultaneously lower your ear and nose, clap your hands and change the position of your hands.

Number of repetitions: 5-15; exercise time: 10-35 minutes per day.

2. Massage of the arms (hands) and legs (feet) using massagers of varying degrees of hardness and sharpness.

When purchasing a massager, be sure to read the instructions.

3. Games – coloring pages.

When preparing for school, coloring pages with similar tasks are effective:

Coloring pages with color coding, coloring by pattern;

Coloring pages are reversed (you only need to color the background and leave the drawings uncolored);

Coloring pages – halves (with completing half of the picture);

Coloring books where you need to color or trace overlaid contours;

Hatching – finishing touches.

Coloring standards: for drawings – 1 drawing per day; for patterns - 2-3 patterns per day; for letters - from 2 to 5 letters per day.!!!Avoid overwork

Dysgraphia

As they begin school, some children suddenly develop difficulties with reading and writing. The guys find themselves at odds with the Russian language, although they do well in mathematics and other subjects where, it would seem, more intelligence is required. Sooner or later, such “smart” ones, but lacking speech talent, are sometimes referred to a speech therapist. More often to a psychologist, which is not entirely correct.Dysgraphia is a partial specific writing disorder.

Etiology of dysgraphia. The issue of the etiology of dysgraphia is still controversial. Many scientists (M. Lamy, C. Lonay, M. Soulet) note a hereditary predisposition. They believe that this is due to the fact that children inherit from their parents qualitative immaturity of the brain in its individual zones. This immaturity manifests itself in specific delays in the development of a certain function. But most researchers studying the etiology of dysgraphia note the presence of pathological factors affecting the prenatal, natal and postnatal periods. The etiology of dysgraphia is associated with the influence of biological and social factors.Functional reasons may be associated with the influence of internal (for example, long-term somatic diseases) and external (incorrect speech of others, lack of speech contacts, bilingualism in the family, insufficient attention to speech development child from adults) factors that delay the formation of mental functions involved in the reading process.Dysgraphia is often caused by organic damage to areas of the brain involved in the writing process (alalia, dysarthria, aphasia). Writing disorders are very common in children with MMD, ODD, mental retardation, mental retardation, and ADD.Thus, the etiology of dysgraphia involves both genetic and exogenous factors (pathology of pregnancy, childbirth, asphyxia, a “chain” of childhood infections, head injuries).

Speech symptoms of dysgraphia. With DYGRAPHIA, younger children school age have difficulty mastering writing: the exercises and dictations they completed contain many grammatical errors. They don't use capital letters, punctuation, and have terrible handwriting. In middle and high school, children try to use short phrases with a limited set of words when writing, but when writing these words they make serious mistakes. Often children refuse to attend Russian language classes or complete written assignments. They develop a sense of their own inferiority, depression, and are isolated in the group. Adults with a similar defect have great difficulty composing greeting card or short letter, they try to find a job where they don’t have to write anything.In children with dysgraphia, individual letters are incorrectly oriented in space. They confuse letters that are similar in style: “Z” and “E”, “P” and “b” (soft sign). They may not pay attention to the extra stick in the letter "Ш" or the "hook" in the letter "Ш". Such children write slowly and unevenly; if they are not in the mood, then the handwriting becomes completely upset.

Non-speech symptoms of dysgraphia. In dysgraphic children, many mental functions are undeveloped: visual analysis and synthesis, spatial representations, auditory-pronunciation differentiation of speech sounds, phonemic, syllabic analysis and synthesis, lexical grammatical structure speech, memory disorders, attention, successive and simultaneous processes, emotional-volitional sphere.

The mechanism of dysgraphia. To understand the mechanism of development of dysgraphia, I will start from afar. We are known to have at least three types of hearing. First rumor -physical . It allows us to distinguish the noise of leaves and rain, summer thunder, the buzz of a bee, the squeak of a mosquito, as well as urban sounds: the hum of an airliner, the clatter of train wheels, the rustling of car tires...The second variety ismusical hearing. Thanks to this, we can enjoy the melody of our favorite song and the beautiful music of great composers.Finally, the third type -speech hearing. You can have a good ear for music and a very poor ear for speech. The latter allows you to understand speech, capture the subtlest nuances of what is said, and distinguish one sound from another. If speech hearing is insufficient, similar consonances cannot be distinguished, and spoken speech is perceived distorted.

If a child has speech hearing impairment, then it is clear that it is very difficult for him to learn to read and write. In fact, how can he read if he can’t hear the speech clearly? He is also unable to master writing, since he does not know what sound this or that letter represents. The task is further complicated by the fact that the child must correctly grasp a certain sound and imagine it as a sign (letter) in the fast stream of speech he perceives. Therefore, teaching literacy to a child with defective speech hearing is difficult. pedagogical problem. But it is necessary to learn, because the distortion of one or two sounds changes the meaning of the word. Compare, for example, the words “daughter-dot”, “coal-corner”, “stick-beam”, “cup-Sashka”. Replacing a dull sound with a voiced sound, a hard sound with a soft sound, or a hissing sound with a whistling sound gives the word new content.

Along with speech (phonemic) hearing, people have special vision for letters. It turns out that it's easy to see the world around us(light, trees, people, various objects) are not enough to master writing. It is necessary to have vision for letters, allowing you to remember and reproduce their outlines. This means that for full-fledged education, a child must have satisfactory intellectual development, speech hearing and special vision for letters. Otherwise, he will not be able to successfully master reading and writing. It is no coincidence that when meeting a low-performing schoolchild, psychoneurologists and speech therapists carefully study the contents of his notebooks, his handwriting, and the peculiarities of his speech. Often, a child’s low academic performance is explained not by the state of his intelligence, but by the presence of specific writing disorders, which I am talking about.Of course, only a specialist can recognize such disorders.

Which area of ​​the brain is responsible for writing? It turns out that the center of speech for most people is in the left hemisphere. The right hemisphere of the brain “manages” object symbols and visual images. Therefore, peoples whose writing is represented by hieroglyphs (for example, the Chinese) have a better developed right half of the brain. Writing and reading among Chinese residents, unlike Europeans, will suffer if there is a problem on the right side (for example, with a cerebral hemorrhage).

Anatomical features of the central nervous system the facts known to doctors about the good drawing abilities of dysgraphics are explained. Such a child has difficulty mastering writing, but receives praise from the art teacher. This is as it should be, because in this child the more “ancient”, automated area of ​​the right hemisphere is not altered in any way. Problems with the Russian language do not prevent these children from “explaining themselves” with the help of drawings (as in ancient times - through images on rocks, birch bark, and clay products).

Speech therapists sometimes pay attention to the “mirror” nature of patients’ writing. In this case, the letters are turned in the other direction, as if depicted in a mirror. Example: "C" and "W" open to the left; “Ch” and “R” are written in the other direction in the prominent part... Mirror writing is observed in various disorders, but in case of such a phenomenon the doctor looks for obvious or hidden left-handedness. Searches and often finds: mirror reversals of letters - characteristic feature lefties.

There are five forms of dysgraphia:

1. Articulatory-acoustic form of dysgraphia. Its essence is as follows: A child who has a violation of sound pronunciation, relying on his incorrect pronunciation, records it in writing. In other words, he writes as he pronounces. This means that until the sound pronunciation is corrected, it is impossible to correct writing based on pronunciation.

2. Acoustic form of dysgraphia. This form of dysgraphia manifests itself in the substitution of letters corresponding to phonetically similar sounds. At the same time, in oral speech, sounds are pronounced correctly. In writing, letters are most often mixed, indicating voiced - unvoiced (B-P; V-F; D-T; Zh-Sh, etc.), whistling - hissing (S-Sh; Z-Zh, etc.). ), affricates and components included in their composition (CH-SH; CH-TH; C-T; C-S, etc.).It also manifests itself in the incorrect designation of the softness of consonants in writing: “pismo”, “lubit”, “bolit”, etc.

3. Dysgraphia due to a violation of language analysis and synthesis. This is the most common form of dysgraphia in children suffering from written language disorders. The following errors are most typical for it:

 omissions of letters and syllables;

 rearrangement of letters and (or) syllables;

 underwriting of words;

 writing extra letters in a word (this happens when a child, while pronouncing while writing, “sings the sound” for a very long time;

 repetition of letters and (or) syllables;

 contamination - syllables of different words in one word;

 continuous writing of prepositions, separate writing of prefixes (“on the table”, “on the step”).

4. Agrammatic dysgraphia. Associated with underdevelopment of the grammatical structure of speech. The child writes ungrammatically, i.e. as if contrary to the rules of grammar (“beautiful bag”, “happy day”). Agrammatisms in writing are noted at the level of words, phrases, sentences and text.Agrammatic dysgraphia usually appears in the 3rd grade, when a student who has already mastered literacy begins to study grammatical rules. And here it suddenly turns out that he cannot master the rules for changing words according to cases, numbers, and gender. This is expressed in incorrect spelling of the endings of words, in the inability to coordinate words with each other.

5. Optical dysgraphia. Optical dysgraphia is based on insufficient development of visual-spatial concepts and visual analysis and synthesis. All letters of the Russian alphabet consist of a set of the same elements ("sticks", "ovals") and several "specific" elements. Identical elements are combined in different ways in space and form different letter signs: i, w, c, sch; b, c, d, y...If a child does not grasp the subtle differences between letters, this will certainly lead to difficulties in mastering the outline of letters and to incorrect representation of them in writing.

Errors most common in writing: - underwriting of letter elements (due to underestimation of their number): L instead of M; X instead of F, etc.;- adding extra elements;- omissions of elements, especially when connecting letters that include the same element;- mirror writing of letters.

What you need to pay special attention to:

1. If your child is left-handed.

2. If he is a retrained right-hander.

3. If your child attended a speech therapy group.

4. If the family speaks two or more languages.

5. If your child goes to school too early (learning to read and write unjustifiably earlier sometimes provokes the occurrence of dysgraphia and dyslexia.) This happens in cases where the child has not yet achieved psychological readiness to such training.

6. If your child has problems with memory and attention.

7. Mixing letters by optical similarity: b-p, t-p, a-o, e-z, d-u.

8. Errors caused by impaired pronunciation, the child writes what he says: leka (river), suba (fur coat).

9. With impaired phonemic perception, the vowels o-u, e-yu, consonants r-l, y-l, paired voiced and voiceless consonants, whistling and hissing, sounds ts, ch, shch. For example: tynya (melon), klyokva (cranberry).

10. Missing letters, syllables, missing words. For example: prta - desk, moko - milk, cheerful (cheerful).

Early prevention measures for dysgraphia include the targeted development in a child of those mental functions that are necessary for normal mastery of the processes of writing and reading.A few words about handwriting. The handwriting of a dysgraphic person is an expression of all his difficulties. As a rule, a dysgraphic person has two types of handwriting that stand out quite sharply: one is small, beady and “beautiful”; the other is huge, clumsy, clumsy, “ugly.” So, in this case there is no need to chase beauty, it will come on its own. As experience shows, clumsy and huge letters are precisely what a child should ultimately come to and work on. This handwriting is his real face, the face of an honest first-grader who wants and can learn (our first-grader, by the way, can be 10 or 16 years old, we're talking about O psychological age teaching writing).So, DOWN with the beaded chain of letters, LONG LIVE the sweeping handwriting, for the entire line, or maybe one and a half!

HOW TO TEACHEverything here is quite simple. For some time (usually two to three weeks is enough) in a notebook. A paragraph of text from any work of fiction or an exercise from a SMALL SIZE textbook is copied into the CELL EVERY DAY. The text, which is VERY IMPORTANT, is rewritten in CELLS, ONE LETTER IN A CELL, THE LETTER MUST OCCUPY THE WHOLE CELL!The psychological preparation of the child for classes is also important here. In an unfavorable psychological atmosphere, classes “under pressure”, there may be no results. The volume of text, I emphasize once again, should be small; for a child under ten years old it can be only one line a day, but it should be clearly rewritten. The overall goal is to prevent the slightest disgust, fatigue, or even dissatisfaction with yourself!

There are tricks to choosing stationery for dysgraphics.

Massaging the fingertips is important for proper operation brain when writing. This is what I recommend to ALL speech therapists. Therefore, it is good if the place of “grip” of a writing object (pen or pencil) is covered with ribs or pimples.But it’s even better if the student is comfortable holding this very pen, then the handwriting is more likely to stabilize. And for this, the body must be triangular. Such pens and pencils for dysgraphics with a triple section to support three holding fingers are produced, for example, by the company Staedtler. There are triangular pencils and felt-tip pens from Centropen.Unfortunately, I have not yet seen both “conveniences” combined: the triangle and the pimples. So buy a bubble pen and a triangular pencil.

I would also like to note that stationery that has some special features will be a source of little pride for the child in front of his classmates, which can at least slightly smooth out school failures.Girls often like to buy pens with multi-colored, shiny, etc. paste, fortunately they are allowed to write with them (in music lessons, labor lessons, etc.). So let it be better that the value of a pen in a child’s eyes be a beautiful, colored, unusually shaped body than a colored gel that makes it dazzle in the eyes and in the notebook. When buying a pen, check how it writes and whether the ink bleeds through to the other side of the page.Gel pens are considered the most suitable for dysgraphics (pressure is felt), but in first grade they will most likely be prohibited from using them: they often leak, freeze, and spoil. Therefore, at home, it is useful for even the youngest to play a medieval scribe - to practice writing with a feather and ink (if parents do not know how, then you can ask your grandparents). "Pen" writing forms the correct position of the hand relative to the surface of the paper. At the same time, however, there is a fascinating opportunity to get smeared with ink and smear your notebook, table, nose, knees, etc., so be careful.

SEVERAL EXERCISES,
which will help in overcoming dysgraphia

I would like to warn you that these exercises will not eliminate the problem, but they will help parents in overcoming dysgraphia and will help the speech therapist work on the defect.

1) Exercise "Proofreading". For this exercise you need a book, boring and with a fairly large (not small) font. The student works every day for five (no more) minutes on the following task: crosses out the given letters in a continuous text. You need to start with one letter, for example, "a". Then “o”, then the consonants with which there are problems, first they also need to be asked one at a time. After 5-6 days of such classes, we switch to two letters, one is crossed out, the other is underlined or circled. The letters should be “paired”, “similar” in the student’s mind. For example, as practice shows, most often difficulties arise with the pairs “p/t”, “p/r”, “m/l” (similarity in spelling); “y/d”, “y/y”, “d/b” (in the latter case the child forgets whether the tail of the circle is pointing up or down), etc.The pairs required for development can be established when viewing any text written by your child. After seeing the correction, ask what letter he wanted to write here. More often than not, everything is clear without explanation.Attention! It’s better if the text is not read (that’s why the book needs to be boring). All attention must be concentrated on finding the given shape of a letter, one or two, and work only with them.

2) Exercise “Write out loud”. An extremely important and irreplaceable technique: everything that is written is spoken out loud by the writer at the time of writing and the way it is written, with underlining and highlighting weak parts.That is, “Another O-din ch-rez-you-cha-Y-but-important reception” (after all, in fact, we say something like “LOOKING FOR AN EMERGENCY IMPORTANT PREMIERE”). The example is simpler: “ON THE TABLE WAS A JUG WITH MILK” (a jug of malak melted on the steel).By “weak beats” we mean sounds that, when pronounced in fluent speech, the speaker pays attention to least attention. For vowel sounds, this is any unstressed position; for consonants, for example, a position at the end of a word, such as “zu*p”, or before a voiceless consonant, such as “lo*shka”. It is also important to clearly pronounce the end of the word, since for a dysgraphic person it is difficult to complete the word to the end, and often for this reason the habit of “putting sticks” is developed, i.e. add an indefinite number of squiggle sticks to the end of a word, which at a quick glance can be mistaken for letters. But the number of these squiggles and their quality do not correspond to the letters at the end of the word. It is important to determine whether your child has developed this habit. However, regardless of whether it exists or not, we get used to consistency and gradual pronunciation, we pronounce every written word!

3) “Take a closer look and figure it out” (punctuation for dysgraphics and more).Material for work - collections of dictations (with commas already added, and check that there are no typos).Assignment: carefully reading, “photographing” the text, explain the placement of each punctuation mark out loud. It is better (for middle and older age) if the explanation sounds like this: “The comma between the adjective “clear” and the conjunction “and”, firstly, closes the participial phrase “...”, and secondly, separates the two parts of the compound sentences (grammatical bases: the first "...", the second "..."), connected by the conjunction "and"".

Dictations must be written! Only in a special way.

1. Extremely slow!At the initial stage of eliminating dysgraphia, a dysgraphic applicant should spend at least an hour writing a dictation of 150 words. Why so long? This can be seen from the following points.

2. The text is read in its entirety. You can ask what spelling/punctuation this text is based on. Your ward is unlikely to answer, since he has already decided that this is “not for him,” so remember and lightly point out them yourself, find out whether the concepts of “unstressed vowels” and “participial/adverbial phrase” are known.Then the first sentence is dictated. Ask the student to name the number of commas in it and try to explain them. Do not insist, suggest, encourage the attempt to give the correct answer. Ask them to spell one or two difficult (or simply long) words. Only then (after reading it twice, or even three or four times).

3. The sentence is dictated in parts and written down with all pronunciation features and punctuation marks spoken out loud

What not to do?

Children with dysgraphia usually have good visual memory. Therefore, under no circumstances should you offer them exercises where you need to correct mistakes that were initially made. Performing such exercises can have a detrimental effect (due to the same visual memory) on students who have the skill of writing correctly.DO NOT ASK YOUR CHILDREN TO CORRECT MISTAKES, TEACH THEM NOT TO MAKE MISTAKES. The essence of correcting dysgraphia is to eradicate the very idea that these same mistakes can be made when writing. A text with errors once again shows the child that mistakes are possible, and perhaps even useful in some ways. Let's forget about this...

Workshop for parents

Completed by: teacher-speech therapist

E.A. Zatsarnaya

November 2012

The earliest and most targeted correction of speech and mental development preschoolers is one of the the most important conditions the effectiveness of speech therapy and pedagogical work, ensuring children’s readiness for learning to read and write and school adaptation in general, and also serves to prevent secondary deviations in the development of the child.

The significance of the problem of preventing dysgraphia in children with general speech underdevelopment continues to remain insufficiently developed in speech therapy and pedagogical theory and practice.

Dysgraphia And dyslexia– these are difficulties in mastering the graphic form of speech associated with the general underdevelopment of speech in children. Dysgraphia and dyslexia usually occur in combination.

The causes of dysgraphia and dyslexia in children are congenital disorders of the central nervous system, traumatic brain injuries, and delayed neuropsychic and physical development.

Necessary prerequisites (according to researchers of this problem) for the formation of written speech are the child’s good state of auditory, visual perception, motor-motor development, oral speech, and mental processes. Any failure, even the most insignificant, in the formation of the above-mentioned aspects of a child’s development can cause problems when learning to read and write.

Therefore, in classes with preschoolers, teachers and speech therapists must use this knowledge and carry out correctional work in all areas. Namely:

· form and improve the lexical and grammatical structure of speech,

· develop fine motor skills hands,

· orientation in space,

· develop all mental processes,

· prepare for learning to read and write through familiarization with basic concepts: sound, letter, word, sentence.

Existing methods of teaching reading and writing almost do not take these problems into account, and if this process is not approached comprehensively and with knowledge of the etiology and clinic, the results can be disastrous.

The child needs to determine the place of the sound in the word and how many syllables there are in the word, drawing up a diagram of the word based on the picture that depicts the object.

2. "What has changed?"

The child is offered a couple of words and needs to determine what has changed. For example: cat-bark, bear-mouse, bow-luk.

3. "Encrypted word"

In front of the child is a series of pictures (cabbage-watermelon-ball-car). From the first sounds of the depicted objects you need to get a new word - PORRIDGE.

To develop auditory perception, it is important to use games:

· to form auditory attention: “Guess who it is?”,

· to develop the skill of determining the direction of sound: “Where did they call?”, “Blind man’s buff with a voice.”

· to distinguish between the strength and volume of sound: “Quiet-loud.”

All these games can be played using the heroes of your favorite fairy tales.

For example, to develop a sense of rhythm in a child, we ask him: “Tap out the telegram to Doctor Aibolit,” “Tap out the song of the buckets to the notes.”

Thus, we develop both speech and non-speech auditory perception of the child.

Here it is necessary to direct all work towards developing the following skills and abilities:

· ability to analyze an object, its image,

drawing up a picture cut into parts,

· design according to a model, according to an idea,

· ability to see a grapheme and its exact location,

memorization of letter elements,

· distinguishing letters that have the same style elements,

· adding elements of letters, etc.

To do this, children can be offered tasks:

1. “Learning to look and see” - it is suggested to find a picture, a figure in a row according to the proposed pattern and circle it, find two identical pictures or figures in a row of 6-7 pictures and circle them, guess who the artist did not finish drawing, etc. .

2. “Learning to follow with your eyes” - unraveling the strings to find out which animal has which house, which of the children likes which fruits, etc., follow the string only with your eyes and find out which house the bunny is running to, find a way out of the maze.

3. “Learning to navigate in space” - find the shadow of the dog, look at the drawing and say who is in front of the boy, to his right, to his left, etc., complete the boxes to make the same fish, etc., find the halves of the pictures that match each other and connect them, color the right half of the Christmas tree with toys in the same way as the left one is painted.

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Municipal preschool educational institution second category

“General developmental kindergarten No. 3 “Fairy Tale”

urban district ZATO Svetly, Saratov region"

Workshop for parents

“Prevention of dysgraphia and dyslexia in older preschoolers.”

Completed by: teacher-speech therapist

E.A. Zatsarnaya

November 2012

The earliest and targeted correction of the speech and mental development of preschool children is one of the most important conditions for the effectiveness of speech therapy and pedagogical work, ensuring children’s readiness for learning to read and write and school adaptation in general, and also serves to prevent secondary deviations in the development of the child.

The significance of the problem of preventing dysgraphia in children with general speech underdevelopment continues to remain insufficiently developed in speech therapy and pedagogical theory and practice.

Dysgraphia and dyslexia – these are difficulties in mastering the graphic form of speech associated with the general underdevelopment of speech in children. Dysgraphia and dyslexia usually occur in combination.

The causes of dysgraphia and dyslexia in children are congenital disorders of the central nervous system, traumatic brain injuries, and delayed neuropsychic and physical development.

Necessary prerequisites (according to researchers of this problem) for the formation of written speech are the child’s good state of auditory, visual perception, motor-motor development, oral speech, and mental processes. Any failure, even the most insignificant, in the formation of the above-mentioned aspects of a child’s development can cause problems when learning to read and write.

Therefore, in classes with preschoolers, teachers and speech therapists must use this knowledge and carry out correctional work in all areas. Namely:

• form and improve the lexical and grammatical structure of speech,
• develop fine motor skills of the hands,
• orientation in space,
• develop all mental processes,
• prepare for learning to read and write through familiarization with basic concepts: sound, letter, word, sentence.

Existing methods of teaching reading and writing almost do not take these problems into account, and if this process is not approached comprehensively and with knowledge of the etiology and clinic, the results can be disastrous.

I have formed some methodological recommendations for the development of auditory perception based on my own practical experience.

Development of auditory perception.

1. "Where is the sound and how many syllables"

The child needs to determine the place of the sound in the word and how many syllables there are in the word, drawing up a diagram of the word based on the picture that depicts the object.

2. "What has changed?"

The child is offered a couple of words and needs to determine what has changed. For example: cat-bark, bear-mouse, bow-luk.

3. "Encrypted word"

In front of the child is a series of pictures (cabbage-watermelon-ball-car). From the first sounds of the depicted objects you need to get a new word - PORRIDGE.

To develop auditory perception, it is important to use games:

• to form auditory attention: “Guess who it is?”,
• to develop the skill of determining the direction of sound: “Where did they call?”, “Blind man’s buff with a voice.”
• to distinguish between the strength and volume of sound: “Quiet-loud.”

All these games can be played using the heroes of your favorite fairy tales.

For example, to develop a sense of rhythm in a child, we ask him: “Tap out the telegram to Doctor Aibolit,” “Tap out the song of the buckets to the notes.”

Thus, we develop both speech and non-speech auditory perception of the child.

Development of visual perception.

Here it is necessary to direct all work towards developing the following skills and abilities:

• the ability to analyze an object, its image,
• drawing up a picture cut into parts,
• design according to a model, according to an idea,
• the ability to see a grapheme and its exact location,
• memorizing letter elements,
• distinguishing letters that have the same style elements,
• adding elements of letters, etc.

To do this, children can be offered tasks:

1. “Learning to look and see” - it is suggested to find a picture, a figure in a row according to the proposed pattern and circle it, find two identical pictures or figures in a row of 6-7 pictures and circle them, guess who the artist did not finish drawing, etc.
2. “Learning to follow with your eyes” - unraveling the strings to find out which animal has which house, which of the children likes which fruits, etc., follow the string only with your eyes and find out which house the bunny is running to, find a way out of the maze.
3. “Learning to navigate in space” - find the shadow of the dog, look at the drawing and say who is in front of the boy, to his right, to his left, etc., complete the boxes to make the same fish, etc., find the halves pictures that match each other and connect them, color the right half of the Christmas tree with toys in the same way as the left one is painted.

Prevention of dysgraphia in primary school students.

Entering school is truly a turning point in a child’s life. His whole way of life and the conditions in which he operates change sharply; he gains a new position in society; he develops completely different relationships with adults and peers. As they begin school, some children suddenly develop difficulties with reading and writing. The guys find themselves at odds with the Russian language, although they do well in mathematics and other subjects where, it would seem, more intelligence is required.

The issue of dysgraphia prevention needs to be given special attention,work to eliminate dysgraphia should begin not at school, when specific errors in writing are discovered, but in preschool age, long beforeI started teaching my child to read and write.. Already at preschool age, based on a number of signs, it is possible to predict in advance which of the children will be “threatened” by the appearance of dysgraphia in the future.Dysgraphia never comes out of nowhere! Children, Those suffering from dysgraphia need special speech therapy help, since specific writing errors cannot be overcome by conventional school methods. It is important to consider that dysgraphia is much easier to prevent than to eliminate.

According to A. N. Kornev, difficulties in mastering written speech arise mainly as a result of a combination of three groups of phenomena: biological failure of the brain systems; functional insufficiency arising on this basis; environmental conditions that place increased demands on developmentally delayed or immature mental functions.

What you need to pay special attention to:

If your child is left-handed.

If he is a retrained right-hander.

If your child attended a speech therapy group.

If the family speaks two or more languages.

If your child goes to school too early (learning to read and write unjustifiably earlier sometimes provokes the occurrence of dysgraphia and dyslexia.) This happens in cases where the child has not yet reached the psychological readiness for such learning.

If your child has problems with memory and attention.

Mixing letters by optical similarity: t-p, b-d, a-o, e-z, d-u.

Incorrect pronunciation of speech sounds , which is reflected in the letter: the child writes words the way he pronounces them: leka (river), suba (fur coat), yba (fish).

When phonemic perception is impaired, the vowels o-u, e-yu, consonants r-l, y-l, paired voiced and voiceless consonants, whistling and hissing, sounds ts, ch, shch are mixed. For example: tynya (melon), klyokva (cranberry).

Distortions of the sound-letter structure of a word: rearrangements, omissions, additions, etc. For example: prta - desk, moko - milk, cheerful (cheerful).

Distortions of sentence structure , the reason for which is the immaturity of the lexical and grammatical aspects of speech.

Agrammatisms in writing.

At the present stage, one of the current classifications is the classification based on the linguistic approach, developed by R.I. Lalaeva and the staff of the Department of Speech Therapy of the Russian State Pedagogical University named after. Herzen (St. Petersburg) in the 70-80s. It is based on taking into account the immaturity of linguistic operations.

1. Articulatory-acoustic dysgraphia. The leading link is defective pronunciation of sounds (substitutions, confusion, omissions).

2. Dysgraphia based on impaired phoneme recognition. The main core of the disorder is the immaturity of phonemic differentiation (replacement and mixing of sounds that are similar in acoustic parameters).

3. Dysgraphia due to a violation of language analysis and synthesis: 1) a violation of sound-letter analysis and synthesis (omissions, rearrangements, addition of letters in a word); 2) violation of syllabic analysis and synthesis (omissions, rearrangements, insertions of syllables); 3) violation of syllabic analysis and synthesis at the sentence level (omissions, rearrangements, insertions of words, continuous spelling of words in a sentence).

4. Agrammatic dysgraphia. Associated with the underdevelopment of the lexico-grammatical structure of speech, with the immaturity of morphological and syntactic generalizations. Errors at the level of words, phrases, sentences and texts. This is a violation of semantic and grammatical connections, distortion of the morphological structure of words, violation of word agreement, distortion of prepositional-case constructions, omissions of sentence members.

5. Optical dysgraphia. Associated with underdevelopment of visual gnosis, mnesis, visual analysis and synthesis of spatial representations. Main manifestations: mirror replacements - vertical (capital v, d) and horizontal (s, e), literal (at the letter level) and mirror (at the word level) reversions; kinetic errors - adding extra elements or, conversely, underwriting elements of a letter.

To solve the main problems of prevention, the entire social environment surrounding the child must provide a sufficient number of auditory and visual impressions; it must contain objects that can attract and hold the child’s attention, stimulate the development of his cognitive and mental activity, etc. An absolutely irreplaceable role in this regard. plays warm emotional communication with the child from the adults around him, which should begin from the pre-speech period. In the future, such communication should gradually acquire a “guiding” character, stimulating the correct development of the child’s mental functions - his attention, memory, mental activity, emotional-volitional sphere, which is so necessary for the upcoming learning process and for mastering written language in particular. Particular attention in this early period should be given to the full development of the child’s oral speech, since it is this that will be the main basis on which written speech will be built in the future.

Skips letters, mixes letters with similar phonetic properties (b-p, g-k, etc.):

Work on developing skills in analysis and synthesis of speech sounds by ear (phonemic hearing)

“Where the boats land” - skirt, turnip, button, cap, mushrooms, etc. Prove the correctness of your actions by selecting a test word.

“Gifts for Zhenya and Shura” - cup, spoon, book, reel, flags, cat, pies, etc.

“Confusion” e.g.: Russian beauty with hergoat famous. A mouse drags a huge grain hole into a holeGorka.

“The word has crumbled” - from letters to assemble a word - n-r: vinad - sofa

“Gather a word” - from syllables - n-r: barefoot - dog

“Pyramid” - number of syllables, e.g.: goose, fish, raspberry.

“Chain of words” - highlight the last sound and come up with your own for this sound.

“In just words about different things” - highlight each word in a voice. The same words sound differently depending on intonation and semantic stress. No.:RED the cat is sleeping on the window. RedheadCAT sleeping on the window. Etc.

“Say the word” - He himself weighs ten tons, and the poor guy’s name is...

Replaces letters according to articulatory type (d-l-n, b-m, etc.):

Exercises for the development of articulatory movements.

Tongue twisters.

Letter from dictation.

Writing “with your tongue held” or “with your mouth open”

Insert the missing letter into the word.

Crosswords.

Loses the order of the necessary letters, rearranges letters in combinations of consonants:

Exercises for pronouncing difficult phrases.

Tongue twisters.

Written exercises based on visual material.

At the same time as an adult, pronounce and write words and sentences.

Crosswords.

Elements of letters are depicted in inadequate spatial relationships, distorting the shape of the letter:

Exercises to develop fine motor skills.

Games to develop spatial perception (left-right, top-bottom)

Writing with stencils.

Ability to type on a computer.

Copy books, coloring books.

Writes in the opposite direction, mirrors letters and words:

Games and exercises to develop spatial orientation and sense of body diagram.

“Guess and write the letter”

"Collect a picture"

Crosswords.

Makes extra strokes, perseverates written letters, words, phrases:

Pronouncing a sound with an attempt to write it, draw it.

Writing with stencils, copybooks, coloring books, drawing.

“Insert letter” - signatures under the pictures.

Crosswords.

Underdevelopment of the lexico-grammatical aspect of speech, agrammatism in writing.

“On the contrary” - antonym words

“Call it something else” Eg: house-hut, mansion, castle, palace, dwelling, building. Comrade, friend, peer, acquaintance. Brave - courageous, daring, heroic. Red - scarlet, purple, pink, bloody, burgundy, etc.

“Say kindly” - cat, cat, kitten, cat.

“One - many” - stream - streams, ear - ears, nose - noses, etc.

“What is it made of?” - wood, snow, clay, etc.

“Professions” - glazier, crane operator, janitor, salesman.

“What’s missing?” - ear - ear, ears - ears, apples - apples, pencils - pencils.

Dysgraphia, like many other problems, requires integrated approach.
Perennial teaching practice shows at school. that teachers. Parents of children suffering from dyslexia and dysgraphia seek the help of a speech therapist when they themselves can no longer cope with the problems that have arisen. A speech therapist has to deal with a fairly advanced problem. Missed deadlines in correctional work and training are not automatically compensated at older ages. And the resulting gap requires more complex and special efforts to overcome it. As with many other disorders, early diagnosis and timely provision of assistance significantly increases the chances of success. Corrective work at earlier stages of a child’s development gives faster positive dynamics.
The main thing is not to give up. A child with dysgraphic disorders can be helped. But this will require a lot of time and attention.

Vakulina E. A., teacher-speech therapist, MAOU “Gymnasium No. 7 “Sibirskaya”.