Correction of dysgraphia. Dysgraphia in primary schoolchildren: types, signs and what to do? Advice for parents whose children need speech and writing correction

In elementary school, many children have difficulty writing correctly. It should be noted that some of them cannot write correctly not because they have difficulties with grammar and punctuation, the problem is more complex in nature, due to unformed higher mental activity. Of course, almost all elementary school students have errors in the text, but in only 12-20% of students the reason lies in dysgraphia. Dysgraphia is a serious mental disorder in children that must be addressed at an early stage.

Children suffering from this disorder make serious mistakes when writing: they mix up words, repeat the same word and mix up letters. This disease is not a sign of delayed intellectual development and can be corrected.

What you should pay attention to:

Frequent phonetic errors (word - owl, bear - mevet, etc.);
Errors in very simple words (eg in the word “how”);
Missing syllables, incorrect endings, etc.

In order to write competently and read normally, it is enough to have average intelligence. However, there is no need to sound the alarm ahead of time if one of the students experiences difficulties during their studies. It is important to understand that dysgraphia does not in any way affect mental development. Such a person adequately perceives oral information and is able to learn. Difficulties arise specifically with visual information. You can often find “mirrored” letters in text written by a person suffering from this disease.

Dysgraphia and dyslexia are similar in nature, so people often suffer from both disorders at once.

Which children are at risk:

left-handed;
former left-handers (parents or teachers retrained the child to use the right hand);
children who started early schooling;
children growing up in a multilingual family;
children suffering from absent-minded attention;
children who started studying with a speech therapist early.

Correction of dysgraphia is the prerogative of speech therapists. The specialist will recommend the necessary exercises and teach the correct approach to training. However, it would be useful to turn to psychologists, since the cause of the illness could be: a lack of communication, incorrect or unclear speech of others, a very early start in learning to read and write, etc. The result was psychological trauma.

Types of dysgraphia

Experts divide dysgraphia into the following types:

Articulatory - acoustic.
Acoustic.
Problems of sound analysis.
Ungrammatical.
Optical.

Correction of dysgraphia is a joint work of teachers, parents and speech therapist. In order to fully understand the nature of this disorder, it is necessary to understand the subject in more depth.

A person who slurs certain sounds and confuses the letters “r” and “l” in speech is susceptible to articulatory-acoustic dysgraphia. Failure to pronounce a letter correctly often results in it being deliberately omitted. For example, the subject experiences difficulty in pronouncing alternating consonants, which leads to incorrect pronunciation of the words: “inflow - drink”, “transformation - transformation”, “thirty - tick”, “cottage cheese - tolog”, etc.
If a person confuses letters, the reason for this may be acoustic dysgraphia. Voiced and hissing sounds in one word provoke a person to pronounce and write some words incorrectly.
The summation of several words into one is the cause of the pathology characteristic of incorrect sound analysis. For example, a person says “kratirier” instead of “beautiful interior.” Often people suffering from this disorder tend to write prepositions separately from words, since they hear a clearly defined boundary between them: “eternal - from eternal”, “pass - pass”, etc.
The inability to coordinate words is a clear sign of an agrammatic disorder. As an example, we can cite the following phrases: difficult solutions, complex tasks, etc.
A very common disorder occurs in which children write some letters whose shape is clearly expressed in reverse. The letters seem to be mirrored (I, P, B, b, etc.). This disorder is caused by optical dysgraphia.

These are the main forms of the disease; in practice, there are often more complex variants that combine several forms. Despite the presence of so many forms, the treatment of dysgraphia largely follows the same methodology.

Dysgraphia is no less common in adults than in children. The cause of this disorder can be a tumor, traumatic brain injury, meningitis, asphyxia, birth trauma, etc.

Dysgraphia in adults manifests itself in the same way as in children: errors while writing, which a person repeats over and over again, while knowing grammar and spelling well. Often people suffering from this disease confuse letters that are outwardly similar in spelling (ъ-ь, в-ь, Ш-ш, Г-р, etc.)

Advice for parents whose children need speech and writing correction

Under no circumstances should you scold children with an illness or yell at them. This behavior will only make the situation worse. The subject should feel care and attention from the parents. All work should take place in a comfortable environment. It should be understood that children are under some kind of pressure, which can affect their psyche and form psychological barriers that can limit their future lives.

If a teacher treats students rudely and constantly reproaches them for mistakes, then children can grow into amorphous people who will give up any endeavor at the first failure or mistake.

Those suffering from dysgraphia are not at all incurable. In 70-80% of cases, if you start correcting the disease in preschool age, the problem will be solved. You should be attentive to the child, in which case his problems will be visible at an early stage, which will greatly increase the likelihood of their elimination.

You should only seek help from an experienced speech therapist. It is also necessary to show the child to a neuropsychiatrist who can identify auxiliary abnormalities. Do not neglect the services of a tutor. The tutor will deal with only one student in a convenient environment, knowing the characteristics of his ward and taking them into account during training.

Every case requires a system to achieve the best results; treatment of dysgraphia is no exception. Classes should be carried out systematically, without disturbing the schedule.
It is also necessary to determine the causes of the pathology.

Diagnosis of dysgraphia in children

Diagnosis of dysgraphia involves examination by a neurologist, ophthalmologist, otolaryngologist and speech therapist. As mentioned earlier, dysgraphia and dyslexia have similar characteristics, so the help of qualified specialists will help identify both disorders and eliminate them.

First of all, it is necessary to accurately determine whether the illiterate speech of the subject is a consequence of pathology, and not a banal ignorance of spelling rules.

The examination will take place in several stages:

First, written works will be examined and analyzed.
Next, you need to listen to oral speech and determine the presence of deviations. During the study, gesticulation and manner of expression are observed, and the leading hand is also determined.
During the entire examination, specialists examine vocabulary, pronunciation of various sounds, perception of sounds and the syllable structure that the subject makes up during a conversation.
After speech research is completed, writing research begins. The subject first rewrites the printed, handwritten text, then performs a dictation, composes descriptions based on images, reads syllables, words and texts.

When all procedures are completed, the speech therapist analyzes the results and makes a conclusion. Dyslexia and dysgraphia in children, as a rule, are pronounced and their identification is often not particularly difficult for a specialist.

Many may think that the above procedures can be performed at home, without the help of a specialist, but this is absolutely false. In order to perform the most accurate examination, you must have experience and the necessary knowledge. Otherwise, you can make a number of mistakes, which will lead to an incorrect conclusion and an incorrect understanding of how to treat the pathology.

Correction of dysgraphia in school-age children

Dysgraphia must be treated through joint efforts. By working together with teachers, parents and a speech therapist, the child can get rid of this deviation.

If a child has difficulties in speaking, then it is necessary to provide him with systematic practice. Such a special dictation should be different from the usual one. You should pronounce words clearly and indicate punctuation marks. Before starting the dictation, you should clearly read the entire text.

The emergence of negative emotions should be avoided. In a negative environment, children perceive any treatment as something imposed and will subconsciously strive to abstract themselves.

You should not show excessive attention and extreme concern about this deviation. From increased attention to the problem, the child will decide that something is wrong with him and will begin to perceive himself as inferior, which is fundamentally untrue.

It is necessary to instill in the child the mood of achieving a grandiose goal. The child should be praised (in moderation) and encouraged with pleasant surprises, so that he treats treatment with special zeal and is aimed at achieving an excellent result.

Treatment by a speech therapist will follow a different system. Speech therapists base treatment on a special alphabet and a set of specific speech games. The ABC exercise boils down to asking children to put a word together and identify its grammatical elements. This exercise helps you remember the structure of words, the appearance of letters and teaches correct pronunciation.

Next, the speech therapist gives the child an understanding of the differences between hard and soft and dull sounds. The child repeats the words and selects his own that correspond to the required sounds. During the work, the sounds, letters and syllables that make up words are analyzed.

There is a great exercise that you don't have to go through with a speech therapist. The child writes some text (not necessarily from dictation) and pronounces each word. It is very important that the child pronounces the weak beats clearly.

Example: “how much does milk cost?” Indeed, in oral speech this phrase is pronounced completely differently - “how much does a malaco cost.”

Weak beats in this example are sounds that can change during fast speech without affecting the meaning of the word. It looks like a simple exercise, but when practiced systematically, it is very effective.

Prevention of dysgraphia in a child

Having learned about dysgraphia and realizing that such a deviation can negatively affect the child in the future, automatically leads to the conclusion that the sooner it is detected, the better. It is advisable to determine whether a child has this disease before he begins to study literacy.

There are many exercises that are great for preventing dysgraphia in preschool children:

Identification of an object from a contour image.
Search for identical objects in the picture.
Maze game. A labyrinth is drawn on a piece of paper; the child needs to draw a line with a pen through the entire labyrinth without touching the walls.
Identify an object by individual details.
Search for an extra object in the picture that does not correspond to the others (for example, among ovals and circles, a triangle or square would be superfluous and vice versa).
Correlation of objects with their silhouette. There are special educational toys, for example, a cube with holes of different shapes into which you need to insert figures of the same shape as the holes.

Correcting dysgraphia is not the easiest process, both for the child and for the parents. You will have to do a lot of work and show all your strengths to support the child and help him get rid of the disease. The most important specialists for a child are his parents. Work with the child, enlist the support of a speech therapist and everything will work out.

Dysgraphia is a specific written language disorder that manifests itself in persistent errors. It occurs when the formation of the higher parts of the central nervous system is disrupted. Dysgraphia interferes with mastering the grammatical features of a language.

This problem is quite relevant for our country. In Russian schools, the number of students diagnosed with dysgraphia reaches 30% of the total number of children.

Causes

Symptoms

The symptoms of dysgraphia are very diverse and depend on the etiology that caused it. Children with dysgraphia are most often smart and intelligent, but they have a lot of mistakes in their notebooks. Parents are perplexed as to what is causing their beloved child’s poor performance. They think that this is either the child’s unwillingness to study at school, or that he has a bad teacher. In the early grades, children who have great difficulty with written language may perform well in other subjects and have good intelligence. But they do not write capital letters in words; they make many mistakes in dictations.

Poor performance at school, criticism from parents and teachers leads to the child refusing to attend classes. Very often he becomes an object of ridicule from his classmates, begins to worry greatly about this and withdraws into himself. He writes dictations very slowly, often in poor handwriting. Sometimes children with dysgraphia try to deliberately change their handwriting, in the hope that in this way some mistakes will not be noticeable to the teacher. They often confuse the letters “P” and “b”, “Z” and “E”.

In the specialized literature there are several classifications of dysgraphia (by type and form).

Kinds

Table: “Forms of dysgraphia.”

Form of dysgraphia	Description
Articulatory-acoustic	Doesn't pronounce sounds or write letters correctly
Acoustic	Replaces letters with phonetically similar sounds, but pronounces correctly Mixes voiced and voiceless (B - P, D - T) Confuses whistling and hissing sounds (S - W, Z - F). Erroneously denotes the softness of consonants: “lubit”, “hurt”.
Disorder of language analysis and synthesis.	Skips letters and syllables Swaps letters and/or syllables Doesn't write endings Writes extra letters in a word Repeats letters and/or syllables Mixes syllables from different words Continuous writing of prepositions (“nastule”) Separate writing of prefixes (“on shla”).
Ungrammatical	Disorder of the grammatical structure of speech (for example, black glove, “sunny day”). Cannot inflect words according to cases, numbers and genders Mistakes in word endings Words do not agree with each other
Optical	Visual and spatial gnosis disorder Letters are written using dashes and circles. Does not complete elements of letters, for example “G” instead of “P”. Adds extra elements to letters Doesn't connect two letters Confuses printed and written letters Mirroring letters

Diagnostic measures

School teachers should promptly diagnose dysgraphia in children and refer them to a specialist for correction. Very often they get an appointment with a speech therapist after a long “influence” of teachers.

All children must be examined by a speech therapist, who fills out a speech card. In it he indicates the state of general and fine motor skills. The specialist must describe the articulatory apparatus, sound pronunciation, and indicate reading and writing problems. In the speech card, the speech therapist must write a brief description of the child and the speech therapy diagnosis. After the corrective work has been completed, he fills in the appropriate columns and reflects the results of the classes.

Early diagnosis of this disorder helps combat dysgraphia in the initial stages of development. If it was not corrected in childhood, then its manifestations can be observed in adults.

Treatment

Dysgraphia is included in ICD-10, and psychiatrists treat this disease. In English-speaking countries, special training programs have been developed for dysgraphics; unfortunately, in Russia there is no such opportunity yet.

Correction of dysgraphia should begin in kindergarten. This disease can be overcome only with the help of special techniques and techniques that speech therapists are fluent in. The standard school curriculum will not be able to eliminate dysgraphia in primary schoolchildren.

No one can correct it completely, but the correct spelling of words can be brought closer to ideal.

A session with a speech therapist can take the form of a game. Younger students use magnetic letters to create words. This method reinforces the visual perception of letter elements. The child should write dictations to improve listening comprehension. At home with your parents you can play historian, write letters on paper using a fountain pen and ink.

Particular attention should be paid to the choice of pens and pencils. It is best for a child to buy pens with uneven surfaces; they massage the distal ends of the fingers, thus sending additional signals to the brain. Felt-tip pens and pencils must also be chosen that are not smooth in shape (for example, triangular).

Optical dysgraphia can be corrected with regular written exercises.

To quickly master the skill of writing, you can use a gel pen. It will help you write out the elements of the letters more clearly.

In order to correct handwriting you need an average of 3 weeks of classes. For these purposes, you can buy a special copybook or school notebook. When writing words, you need to write letters in each cell.

Optical dysgraphia can be eliminated by training visual memory. The student is asked to draw several letters with chalk on the board, in the air, or fashion them out of plasticine.

There are several books and manuals, for example “Optical dysgraphia”. They provide examples of special activities. Parents can purchase these books on their own and study with their child at home.

Parents should be patient and not scold their children for writing mistakes. You cannot force him to study for hours and deprive him of proper rest and entertainment for bad grades. The child must completely trust his parents, there should be no panic fear of them. Only through joint efforts with teachers and psychologists can dysgraphia be overcome.

Example lesson

There are many speech therapy techniques for correcting dysgraphia.

One of the exercises to do at home is called “Proofreading.” To perform it, you need any text with a medium font. The book should be boring for the child, and he has never read it before. Parents suggest finding and underlining the vowels in the text first, for example, only “O”, then only the letter “A”.

After the vowels are finished, you can move on to consonants, preferably those that are problematic for the child. The child should do the exercise every day, but it should not last more than 5 minutes. When practicing, good lighting is a must.

After a week of such classes, you need to switch to two letters. For example, we find them in a word and underline one and cross out the other. The letters chosen should be “somewhat similar to each other” for the student, for example “L” and “M”, “R” and “T”. To process a pair of letters, you can use any text that was previously written by the child.

Preventative work

Prevention of dysgraphia is divided into primary and secondary. Primary preventive work is aimed at preventing the pathological course of pregnancy and childbirth, reducing perinatal pathology and birth injuries in newborns. Neonatologists should develop measures to reduce the factors of infection of the newborn. It is necessary to carry out earlier diagnosis and treatment of neurological symptoms.

Secondary prevention of dyslexia includes timely identification of the disorder and pedagogical work. Preventive measures should be carried out with the participation of a psychologist, parents, speech therapist and educators. Prevention of grammatical errors should begin in the preschool period. In kindergarten, educators must pay attention to how the child pronounces sounds and constructs speech sentences. The teacher must correct speech errors of preschoolers.

Dysgraphia: concept, types, causes, exercises for correction.

In elementary school, some parents are surprised to learn that their child has a specific problem - dysgraphia: the child cannot write almost a single word without errors, while it would seem that he is fully developed and there are no problems with intellectual development. What is dysgraphia and how to treat it?

As a rule, parents and teachers learn that a child has problems with writing (dysgraphia) only when teaching writing, that is, in elementary school.Dysgraphia - this is a specific writing disorder, when a child writes words with phonetic errors, errors in recording sounds. Instead of "p" he writes "b", instead of "t" - "d", forms syllables incorrectly, adds extra letters, omits necessary ones, writes several words together.

Dysgraphia can be mistakenly mistaken for simply ignorance of grammatical rules, but the problem lies deeper.

Dysgraphia is a violation of the writing process, manifested in repeated, persistent errors that are caused by unformed higher mental activity involved in the writing process. This violation is an obstacle to students’ mastery of literacy and language grammar.

Moreover, the handwriting of such children is often illegible and uneven. When writing, the child shows a lot of effort, but writes very slowly. If such a child studies in a class with ordinary children, he may experience serious worries because of his mistakes, slowness, and the teacher’s dissatisfaction. In speech, a child with dysgraphia often cannot construct long sentences and prefers to remain silent or speak briefly. Because of this, the dysgraphic person does not have full communication with his peers, and it seems to him that his classmates are against him.

Unfortunately, this is a rather serious problem that “does not go alone”: most often dysgraphia appears together withdyslexia, reading problems, and the child may also have speech problems and impairments in other physical functions.

Types of dysgraphia

Articulatory-acoustic . It is due to the fact that the child pronounces sounds incorrectly, which means that when he pronounces them to himself, he writes them down incorrectly. To treat this type of dysgraphia, you need to work on the correct pronunciation of sounds.

Acoustic . In this case, the child correctly pronounces sounds, but confuses them with similar sounds (voiceless-voiced: b-p, d-t, z-s; hissing: s-sh, z-zh; and also does not distinguish the softness of individual sounds) .

Optical . A child with optical dysgraphia has difficulty writing and distinguishing letters: he adds extra elements (sticks, dashes, circles), skips the necessary ones, even writes in a mirror image in the opposite direction).

Dysgraphia due to problems in language analysis and synthesis . A child with this problem in writing may skip or repeat entire words, rearrange syllables and letters, write different words together (they confuse prefixes and prepositions on nouns - write together or separately, attach part of the next word to one word, etc.)

Agrammatic dysgraphia. As a rule, it is revealed after 1-2 grades, as it requires greater knowledge of the rules of writing words ("good cat", "beautiful sun", etc.). That is, this problem is due to the fact that the child cannot correctly inflect words by gender and case, and cannot agree on an adjective and a noun. This problem can be observed in bilingual (bilingual) families, as well as when a child is taught in a non-native language

Signs of dysgraphia

Errors in dysgraphia have the following features:

Errors associated with a violation of the formation of mental functions that take part in the writing process. For example, the ability to distinguish phonemes by ear and pronunciation, the ability to analyze a sentence into words, the ability to understand the lexical and grammatical structure of speech.
-There are also errors that occur when basic functions are violated. But they do not lead to dysgraphia.

Errors with dysgraphia are similar to physiological errors, but with dysgraphia there are more of them, they are repeated and persist for a long time.
Errors in children can occur due to pedagogical neglect, when attention and control are impaired. At the same time, errors are in no way connected with a violation of the formation of higher mental functions, which does not lead to the occurrence of dysgraphia.

With dysgraphia, errors are observed in a strong phonetic position. Children write “korofa” instead of “cow”, “dm” instead of “smoke”. Common spelling errors are observed only in weak position (“rostok” instead of “sprout”).

Dysgraphic errors are typical only for schoolchildren (for preschoolers they are still physiological).

Dysgraphia is not considered an independent disorder. It often accompanies various neurological dysfunctions and disorders, pathologies of the auditory, motor, speech, and visual analyzers.

Eliminating such a problem cannot be done alone: parents, teachers and doctors must unite and agree on their actions. Prescribe treatment, perform certain exercises. Perhaps the child should be transferred to another school (specialized) or hired a tutor who can professionally perform exercises with the child at home.

We must not forget that a “dysgraphic person” very often feels his problem acutely and is afraid to manifest it again: he skips classes, loses notebooks in the Russian language, and communicates little. The task of adults, in addition to treatment, is to provide psychological support to the child: do not scold, show interest in success, help.

E.V. Mazanova in her book “Correction of Optical Dysgraphia” for the treatment of the disease suggests carrying out correctional and speech therapy work in these main areas: Expanding the volume of the child’s visual memory; Mastering graphic symbolization; Development of visual perception, analysis and synthesis; Development of auditory analysis and synthesis; Development of visual gnosis (recognition of color, size and shape); Formation of temporal and spatial representations; Formation of graphomotor skills; Differentiation of letters that have kinetic and optical similarities. Correction of optical dysgraphia includes many different exercises that contribute to the above areas. For example, to develop visual gnosis, experts recommend naming contour, crossed out and superimposed images of objects, as well as completing their drawings. To improve color perception, exercises such as naming colors in pictures, grouping them by color background or shades, and painting various geometric shapes in specific colors according to instructions are practiced. Correction of dysgraphia, according to Mazanova, also includes letter recognition exercises. So, you can ask the child to find a certain letter among a number of others, identify letters that are located incorrectly, identify letters superimposed on each other, etc. The next stage is the development of visual memory and spatial perception. In this case, when correcting dysgraphia, according to Mazanova, exercises such as memorizing pictures or objects, their location and reproduction after a certain time are carried out. Spatial orientation requires several types of orientation: In one’s own body (including differentiation of left and right parts); In the surrounding world; On a piece of paper.

To correct dysgraphia, Mazanova also recommends paying great attention to the differentiation of letters, which includes writing them in isolation:

In syllables;

In words;

In phrases;

In sentences;

In the text.

Correction of dysgraphia and dyslexia is usually divided into 4 main stages:

Diagnostic;

Preparatory;

Corrective;

Evaluative.

The first stage of correction of dysgraphia and dyslexia involves identifying these disorders in children using dictations, examining the state of the lexical and grammatical aspects of speech and analyzing its results. The second stage is aimed at the general development of manual motor skills, spatial-temporal concepts, memory and thinking. The third stage of correction of dysgraphia and dyslexia is characterized by overcoming dysgraphic disorders. The work in this case is carried out mainly at the syntactic, lexical and phonetic levels and is often aimed at eliminating problems with coherent speech, reading and sound pronunciation. The last stage of the methodology is designed to evaluate the results of correction of dysgraphia and dyslexia, so it usually involves re-testing writing and reading skills, as well as analyzing all kinds of children’s written work.

Exercises to develop phonemic processes

1. Differentiation of oppositional sounds (voiced and voiceless consonants) .

Target: development of phonemic awareness; inclusion in the work of the auditory, visual, tactile, motor, speech motor analyzer.

When differentiating consonants, it is better to work in this order:

heard, pronounced, distinguished, written down.

When pronouncing syllables, hand movement is involved: voiced sounds are at the top, and voiceless sounds are at the bottom. At first, it is very difficult for a child to repeat correctly by ear the teacher. However, the coordinated work of speech with hand movement gives amazing results.

Teacher's instructions

Child's participation

The teacher says BA and points his hand up, says PA - points his hand down

Visual and auditory perception

The teacher speaks and shows with the children BA - PA

Speech and hand movement in the air are connected to visual and auditory perception

The teacher speaks, points with his hand and asks the child to repeat

Concentration, auditory and motor memory.

The teacher points only with his hand and asks the child to repeat

Attention, motor memory, visual perception

The teacher points with his hand and asks to voice and confirm with his hand

Attention, motor memory, visual perception, speech

The teacher speaks and asks the children to show a drawing of the statement with their hand.

Auditory perception, motor memory

The teacher asks, based on hearing, to repeat oppositional syllables after him

Auditory perception, speech

2. Find the word by sound.

After the child understands the difference in the pronunciation of voiced and voiceless sounds, we prepare two cards. On one we draw a “+” sign, respectively, this card denoting a ringing sound; on the second card we draw a “-” sign, which means a dull sound. We pronounce words with initial voiced and voiceless consonants and invite the child to pick up a card with a plus or a minus.

Z-N

B-P

D-T

V-F

G-K

J-SH

Cheese

Stick

Melon

Focus

Fur coat

Umbrella

Jar

Pumpkin

cotton wool

Cat

Bug

Sled

Blouse

Body

Factory

Lips

Barbell

After oral work, offer to write down the words that you remember in the left column with unvoiced sounds, and in the right column words with voiced sounds.

3. Name a word that is different from the rest.

Target: distinguish oppositional sounds by ear; pronounce strings of words correctly.

FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING ROD DACHKA - CAR - CAR - CAR

4. Ball games.

Ball games are aimed not only at the development of phonemic processes, but also: at the development of general and fine motor skills; for orientation in space; to regulate the strength and accuracy of movements; to develop the eye and dexterity; to activate involuntary attention; to normalize the emotional sphere.

4.1. "I know five words."

Target: develop coordination of movements; Expand words knowledge; find the right words.

Progress of the game: the child pronounces a series of words, simultaneously hitting the ball on the floor with each word.

right hand

left hand

with both hands

hands alternately

I know five words with the sound "S"

I know five words with the sound "Z"

I know four words with the sounds "S" and "Z"

Sledge - once

Teeth - once

Sledge - once

Owl - once

Owl - two

Umbrella - two

Teeth - two

Salad – three

Winter - three

Som - three

Snow - three

Airplane - four

Hare - four

Star - four

Hare - four

Snow - five

Hall - five

4.2 . Curious.

Target: development of phonemic awareness and imagination, development of sentence structuring skills.

Progress of the game: The teacher explains the essence of the game and shows a sample. Select the sound with which words in the sentence will begin. The teacher asks a question and throws the ball to the child. Students must answer so that the answer words begin with the given sound.

WHO

WHAT DID YOU DO

TO WHOM

WHAT

Dima

gave

friend

diary

Sonya

tied up

sister

sweater

Cook

prepared

friends

pie

4.3. Be careful .

Target: - development of the ability to determine the number of sounds in a word.

Progress of the game: The teacher, throwing the ball, pronounces the word. The child who catches the ball determines the number of sounds in the word.

At the initial stages, name words consisting of no more than 4 sounds.T This fun game allows children to quickly develop the ability to imagine the graphic expression of a word and practice the switching mechanism.

5. Games with words.

Practice shows that one of the favorite activities of children is exercises with letters and words. Such tasks with words and letters are productive in the prevention of dysgraphia. Children actively compose and guess words. This is work and play, from which they get pleasure and emotional charge.

Goal: to activate all analyzers involved in written speech; consolidate sound-letter analysis of words; distinguish between vowels and consonants.

5.1.

Encrypt the word : puts dashes instead of consonants, and writes vowels (poppy, book). Used when working with dictionary words

A-, - - and- a.

5.2.

guess the word . *The teacher writes only consonant letters s-p-g-, m-l-k- on the board.

*Then you are asked to write down words and sentences yourself using only consonants.

School, street, bag. The wind blows across the sea.

(The mechanism of selectivity when writing is being worked out.)

Boots, milk

(Used when working with dictionary words.)

Shk:l:, :l:ts:, s:mk:

V:t:r p: m:r: g:l::t.

5.3

Find your words to given schemes.

A-, -a-a,

Poppy, varnish, garden, tank, ball, hall, ball.

Porridge, Masha, dad, toad, llama.

5.4.

Make up words from these letters. ((l,k,f,u,a)

(fisherman)

Puddle, beetle, onion, snake, varnish.

Fish, bull, cancer, tank, crab, marriage, fisherman

5.5.

Come up with it from each letter of this word other words CAT

Col-book, window-lake, ball-fur coat, cat-kefir, stork-watermelon

5.6.

Write it down words with 3,4,5,6 letters

Cat, porridge, bun, car

5.7.

Compose as many words as possible from the letters of a given word. BUILDER

Salt, dough, role, rice, hotel, forest, elk, liter, leaf,:..

5.8.

Unscramble the words and name them in one word.

A ) p,i,k,a,t, t,f,i,u,l, b,i,i,t,n,o,k, g,a,o,p,i,s

b) b, o, h, n, h, e, e, r, v, u, o, r, t, n, e, d, b

a) slippers, shoes, boots, boots - footwear

b) night, morning, evening, day - day

5.9.

"Arabic letter". Write down the words starting from the right side of the line and vice versa, that is, backwards; during normal reading (from left to right), the words should be read in their natural form. Start with short words.

(pencil, window, book, house)

children go to school

(Children go to school)

5.10.

"Confusion". When reading and writing complex words, children often skip or swap letters and syllables and shorten the word. By doing this exercise, pronouncing meaningless words, we develop the skill of correct reading, because... this is more difficult than reading a familiar word, which children can guess by guessing.

5.10.1. Divide the word TURTLE into syllables

TURTLE

5.10.2.Read the word syllable by syllable, starting from the end.

HA-PA-RE-CHE

5.10.3.Read the word, skipping the first or several given syllables

RE-PA-HA

5.10.4.Read the word in the given sequence 2,4,1,3; 4,1,3,2

RE-HA-CHE-PA,

HA-CHE-PA-RE

Work on the development of the speech apparatus and voice

Insufficient articulatory mobility of the speech apparatus (slurred, slurred speech) and improper breathing can lead to learning problems. Work on the development of the speech apparatus includes articulation and proper breathing. We must remember that constant breathing through the mouth can impair hearing.

Developing proper breathing optimizes gas exchange and blood circulation and promotes overall health. Proper breathing calms you and promotes concentration. The rhythm of breathing is the only one of all bodily rhythms that is subject to spontaneous, conscious and active regulation on the part of a person.“Breathing through your mouth is the same as eating through your nose” (eastern wisdom).

Breathing exercises can be done at the beginning of a lesson, during a physical education minute, or at the end of a lesson. To concentrate the child’s attention on completing a particular task, you can use a breathing exercise: the hand goes up - inhale through the nose, the hand drops to the level of the diaphragm - exhale through the mouth (repeat 3-5 times).

Whistling, playing wind instruments, “talking” through holes in paper, through the fringe of a paper mustache, imitation sucking, and yawning are useful for developing proper breathing. The child can retain air in the mouth by puffing out the cheeks, pinching the nostrils, and alternately releasing air from the mouth and nose.

1. Breathing exercises.

Target: development of correct nasal breathing.

1.1. Stroking the nose from the tip up - inhale, when exhaling, pat your nostrils with your fingers with the sound MMM.

1.2.Wide your nostrils - inhale, relax - exhale.

1.3. Open your mouth wide and breathe through your nose.

1.4. Four-phase breathing exercise. Inhale - hold - exhale - hold.

(Exercises for breathing exercises are given in the methodological literature).

2. Say it silently A - E - Oh, with a turn of the head.

Target: activate the work of the soft palate and pharynx.

3. Reproduction of a syllabic sequence with a change in stressed syllable .

Goal: practicing breathing, rhythm of speech, strengthening the muscles of the lips and tongue.

BA- WOMAN

BA-BA -BA

WOMAN-BA

IN -VO-VO

IN-IN -IN

IN-IN-IN

PY -PY-PY-PY

PY-PY -PY-PY

PY-PY-PY -PY

PY-PY-PY-PY

LA -LA-LA-LA

LA-LA -LA-LA

La-la-LA -LA

LA-LA-LA-LA

4. Spelling reading aloud.

Orthographic reading refers to reading a word as it is spelled. This is simply necessary, because children help themselves by pronouncing, correctly articulating words when reading exactly as they are written, not toA a slave, not a shipO eh, namely toABOUT raBL b.

5. Reading pure tongues

Goal: to practice clear articulation; develop a sense of rhythm and rhyme; develop children's creativity (inventing pure sayings)

RA-RA-RA - IT'S HOT IN THE ROOM

CHI-CHI-CHI- THE HOUSE HAS BRICKS

6. Tongue twisters .

A very important stage in working on the speech apparatus is working with tongue twisters, by working with which the teacher solves many problems:

develops phonemic hearing of each child; clarifies the articulation of sounds, improves the clarity of articulation; develops memory; helps relieve fear of pronouncing difficult words; works on memory; provides a favorable emotional mood to the student; develops proper breathing; helps to feel the melody, rhythm, tempo of speech; helps to increase the speed of not only speaking, but also reading.

Tongue twister is an intellectual and articulation game. The rules of tongue twister require strict, accurate reproduction of what was said. Before you can quickly speak a tongue twister, you need to learn it. Each tongue twister has its own play of sounds and words. The secret of learning them is that each solves a new problem: linguistic, articulatory, semantic, offers its own pattern in the rearrangement of sounds and consonances, presents its own melody and rhythm. For example: “We stomped and stomped and reached the poplar tree,” “I went to weed the fields in the field,” “Mom washed Mila with soap, she didn’t like Mila’s soap,” “They don’t scare a parrot, they don’t bathe a parrot, they buy a parrot,” “Skinny, weak Kashchei , dragging a box of vegetables,” “Vlad has a brother, Vlad is glad to have his brother.”

Working on fine motor skills

1. Flourish .

Fine motor skills play a certain role in the development of a child, which are directly related to the development of speech and are formed by the age of 7-8. When working with a stroke, the following conditions must be observed: the tempo of speech when pronouncing a verse must match the tempo of the hand. Each hand movement has its own syllable or word. At the same time, the child must control himself: does the movement of his hand coincide with what he says. First, the child follows the teacher and repeats these movements in the air, teaching the hand to move smoothly, and then transfers these movements to paper. The stroke allows you to solve the following problems: development of fine motor skills; synchronization of the visual, motor, speech analyzer.

Petal, petal turns into a flower

Here is the horse at the gate, ears, mane, eyes, mouth.

2.Finger gymnastics

2.1. Games - nursery rhymes with fingers.

A) The fingers went out for a walk, and the other ones went out to catch up (two fingers). Fingers move on the table.

The third fingers are walking (three fingers), and the fourth fingers are running (four fingers).

The fifth finger jumped and fell at the end of the path (thumb).

B) The thumb alternately touches with pressure the index, middle, ring, and little fingers.

2.2 Magic wand.

Roll a magic wand out of a sheet of paper (you can change the instructions: whoever is thinner, longer, neater, will make a magic wand faster). Make a letter from this stick (O, P, B, V, R, Z)

2.3. Massage .

Take a pen or pencil, preferably one with ribbed edges, place it between your palms and roll along the entire length of your palm.

3. Hatching. Hatch any geometric shapes with thin lines from left to right, from top to bottom.

Working on visual perception

1 . To develop visual attention, when writing letters in mirrors, proofreading tests are a good exercise.

Instructions

Suggested material

11.

Cross out the incorrect letters or circle the correct letters.

13.

Write the letters that contain the given element (showing the lowercase letter element)

for example: O - when writing this element is in lowercase letters: B, V, O, A, F, Z, Yu

14.

Underline those syllables and words that are written before the line. SE

SEESSOSEEESSOSSEOSESSE

ABOUT

BOBIOBOVBABOBAOBBOBOOBBO

CAT

TOK OTK CAT KIT SO NOT NOK WHO CAT WHO

CUP

CUP KACHASH CHAKASH CUP KACHASH CUP

15.

Find the hidden word

GAZETAVROATIVSHLSHKTDOMTRNA (newspaper, house) SHAONIPAMVETRIOCHKITRAPACKET (glasses, package)

16.

Insert a down arrow instead of the letter D, and an up arrow for B

DAY, FRIEND, GRANDMOTHER. GRANDFATHER, SHOT, EYEBROW, WATER, PIPE, Hippopotamus, Lily of the Valley.

Rewrite the following lines without errors

ENALSSTAD NORASOTANA
DEBARUGA KALLIHARRA AMMADAMA

2. "Fly". This exercise helps children develop orientation in space, on themselves and on a piece of paper, and distinguish between a letter and its mirror double.

The report always starts from the center of the square. First, children must move the piece (handle) around the square, then mentally imagine its movement. At the next stage, children with their eyes closed must determine the path of the fly and answer where it stopped.

In the future, drawing of letters is proposed. 5 cells - down, 1 - right, 4 - up, 2 right, 1-up, 3-left. You should get the letter “G”, which can be shaded.

3. "Inverted text". Plain text page rotates 90,180, 270 degrees. The student must move his eyes from right to left to read the text.

4 . "Reading words by half letter." Reading lines with a coverthe bottom half of the line (with the top half of the line covered).

Target: formation of a visual representation of a letter. Forming the ability to quickly grasp one or even several words.

5 . "Warped text ". Goal: to develop the ability to see words written in different fonts.

The children have fallen and are going to school for the first time in the fluffy snow. The guys walked out onto the street with their briefcases in their hands.

Work algorithm: Read the sentence. Find out what the sentence says. Note the features of the text read. Read what is written in print and then in italics. Copy sentences written in printed font. Read the text.

So, these exercises are aimed not only at correcting written speech, but also at developing higher mental functions: memory, attention, perception, thinking, speech, developing fine motor skills, and normalizing the emotional sphere. Didactic exercises expand the arsenal of pedagogical tools. In a playful way, children develop the necessary prerequisites for the successful development of written speech, improving their speech culture, expanding their vocabulary, and developing their linguistic sense.

Literature.

1. Anufriev, A.F., Kostromina, S.N. How to overcome difficulties in teaching children. Psychodiagnostic tables. Corrective exercises.[Text]/ A.F. Anufriev, S.N. Kostromina, 3rd ed., revised. and additional - M.: Publishing house "Os-89", 2001.

2. Kozlyanikova, I.P., Chareli, E.M. Secrets of our voice. Ekaterinburg, 1992.

3. Repina, Z. A. Writing impairment in schoolchildren with rhinolalia. [Text]/Z.A. Repina. - Ekaterinburg, 1999.

Corrective exercises for primary schoolchildren with dysgraphia.

Learning to write is one of the most difficult parts of school. In recent years, the number of children who make many specific errors in writing has been steadily growing.

The main reason for such errors is the underdevelopment of those brain processes that ensure the complex process of writing. Mastering written speech is a complex mental activity that requires a certain degree of maturity of many mental functions and the interaction of various analyzers: speech-auditory, speech-motor, visual, motor. The immaturity of one of the analyzers can lead to dysgraphia.

Dysgraphia – a partial disorder of the writing process associated with insufficient formation (or decay) of mental functions involved in the implementation and control of written speech.Dysgraphia manifests itselfpersistent, typical and repeated errors in writing that do not disappear on their own, without targeted training.
Diagnosis of dysgraphia includes analysis of written work, examination of oral and written speech using a special technique.
Corrective work to overcome dysgraphia requires the elimination of violations of sound pronunciation, the development of phonemic processes, vocabulary, grammar, coherent speech, and non-speech functions.

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.

Approximate tasks, directed on warning And correction

articulatory-acoustic dysgraphia:
1. Come up with words with 3, 4, 5 sounds.
2. Select pictures whose names have 4 or 5 sounds.
3. Raise the number corresponding to the number of sounds in the name of the picture (pictures are not named).
4. Arrange the pictures in two rows depending on the number of sounds in the word.
Approximate types of work to consolidate the phonemic analysis of words:
1. Insert the missing letters into the words:vi.ka, di.van, ym.a, lu.a, b.nocle.
2. Choose words in which the given sound would be in first, second, third place (fur coat, ears, cat ).
3. Compose words of different sound-syllable structures from letters of the split alphabet, for example:catfish, nose, frame, fur coat, cat, bank, table, wolf and etc.
4. Select words with a certain number of sounds from the sentences, name them orally and write them down.
5. Add different numbers of sounds to the same syllable to make a word:Pa-(steam)
pa- -(park)
pa- - - (ferry)
pa- - - - (sails)
6. Choose a word with a certain number of sounds.

7. Choose words for each sound. The word is written on the board. For each letter, select words that begin with the corresponding sound. Words are written in a certain sequence: first words of 3 letters, then words of 4, 5, 6 letters.
PEN
rose corner bowl porridge stork
8. Convert words:
- adding sound:mouth - mole, fur - laughter, wasps - braids; meadow - plow ;
- changing one sound of a word (chain of words):catfish - juice - souk - soup - dry - dry - rubbish - cheese - son - dream ;
- rearranging sounds:saw - linden, stick - paw, doll - fist, hair - word .
9.What words can be made from the letters of one word, for example: trunk (table, ox), nettle (park, willow, carp, steam, crayfish, Ira ).
10. From the written word, form a chain of words so that each subsequent word begins with the last sound of the previous word:house - poppy - cat - ax - hand.
11. Game with a cube. Children throw a cube and come up with a word consisting of a certain number of sounds in accordance with the number of dots on the top face of the cube.
12. Riddle word. The first letter of the word is written on the board, and dots are placed in place of the remaining letters. If the word is not guessed, the second letter of the word is written down, etc. For example: p........... (yogurt).

13. Create a graphic diagram of the proposal.
---- offer
-- -- words
- - - - syllables
. . . . sounds

14.Name a word in which the sounds are arranged in reverse order:

nose - sleep, cat - current, rubbish - grew, top - sweat.
15. Write the letters in the circles. For example, write the third letter of the following words in these circles:cancer, eyebrows, bag, grass, cheese (mosquito).
16. Solve the puzzle. Children are offered pictures; For example:“chicken”, “wasps” “fur coat”, “pencil”, “watermelon”. They highlight the first sound in the names of the pictures, write down the corresponding letters, read (cat ).
17. Select pictures with a certain number of sounds in their names.
18. Arrange the pictures under the numbers 3, 4, 5 depending on the number of sounds in their names. The pictures are named in advance. Sample pictures:

"catfish", "braids", "poppy", "axe", "fence".
19. What sound escaped? (Mole - cat, lamp - paw, frame - frame ).
20. Find the common sound in words:the moon is the table, the cinema is the needle, the windows are the house.

21. Laying out pictures under graphic diagrams. For example:
rectangles divided into parts represent the word and syllables. Circles-sounds.
22.Come up with words for the graphic diagram.
23. Select words from the sentence that correspond to this graphic diagram.
24. Name trees, flowers, animals, dishes, etc., the word-name of which corresponds to this graphic diagram.

Work is also underway on the development of the speech apparatus and voice.

1. Breathing exercises.

Target: development of correct nasal breathing.

1.1. Stroking the nose from the tip up - inhale, when exhaling, pat your nostrils with your fingers with the sound MMM.

1.2.Wide your nostrils - inhale, relax - exhale.

1.3. Open your mouth wide and breathe through your nose.

1.4. Four-phase breathing exercise. Inhale - hold - exhale - hold.

(Exercises for breathing exercises are given in the methodological literature).

2. Say it silently A - E - Oh, with a turn of the head.

Target: activate the work of the soft palate and pharynx.

3. Reproduction of a syllabic sequence with a change in stressed syllable .

Goal: practicing breathing, rhythm of speech, strengthening the muscles of the lips and tongue.

BA- WOMAN

BA-BA -BA

BA-BA-BA

IN -VO-VO

IN-IN -IN

IN-IN-IN

PY -PY-PY

PY-PY -PY PY-PY-PY

LA -LA-LA

LA -LA -LA

LA-LA-LA

4. Spelling reading aloud.

5. Reading pure tongues

Goal: to practice clear articulation; develop a sense of rhythm and rhyme; develop children's creativity (inventing pure sayings)

6. Tongue twisters .

A very important stage in working on the speech apparatus is working with tongue twisters, by working with which the teacher solves many problems:

develops phonemic hearing of each child;

clarifies the articulation of sounds, improves the clarity of articulation;

develops memory;

helps relieve fear of pronouncing difficult words;

works on memory;

provides a favorable emotional mood to the student;

develops proper breathing;

helps to feel the melody, rhythm, tempo of speech; helps to increase the speed of not only speaking, but also reading.

For example: “We stomped and stomped and reached the poplar tree”, “I went to weed the fields”, “Mom washed Mila with soap, Mila didn’t like soap”, “They don’t scare a parrot, they don’t bathe a parrot, they buy a parrot.”
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.

What to do? Exercises to develop phonemic processes

1. Differentiation of oppositional sounds (voiced and voiceless consonants) .

Target: development of phonemic awareness; inclusion in the work of the auditory, visual, tactile, motor, speech motor analyzer. When differentiating consonants, it is better to work in this order: heard, pronounced, distinguished, written down. When pronouncing syllables, hand movement is involved: voiced sounds are at the top, and voiceless sounds are at the bottom. At first, it is very difficult for a child to repeat correctly by ear the teacher. However, the coordinated work of speech with hand movement gives amazing results.

The teacher says BA and points his hand up, says PA - points his hand down.

Visual and auditory perception

The teacher speaks and shows together with the children BA - PA.

Speech and hand movement in the air are connected to visual and auditory perception

The teacher speaks, points with his hand and asks the child to repeat.

Concentration, auditory and motor memory.

The teacher points only with his hand and asks the child to repeat.

Attention, motor memory, visual perception

The teacher points with his hand and asks to voice and confirm with his hand.

Attention, motor memory, visual perception, speech

The teacher speaks, and asks the children to show with their hand a drawing of the statement.

Auditory perception, motor memory

The teacher asks, based on hearing, to repeat oppositional syllables after him.

2. Find the word by sound.

Target: After the child understands the difference in the pronunciation of voiced and voiceless sounds, we prepare two cards. On one we draw a “+” sign, respectively, this card denoting a ringing sound; on the second card we draw a “-” sign, which means a dull sound. We pronounce words with initial voiced and voiceless consonants and invite the child to pick up a card with a plus or a minus.

Z-N

B-P

D-T

Cheese

Stick

Melon

Focus

Fur coat

Umbrella

Jar

Pumpkin

cotton wool

Cat

Bug

Sled

Blouse

Body

Factory

Lips

Barbell

After oral work, offer to write down the words that you remember in the left column with unvoiced sounds, and in the right column words with voiced sounds.

3. Name a word that is different from the rest.

Target: distinguish oppositional sounds by ear; pronounce strings of words correctly.

FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING FISHING ROD DACHKA - CAR - CAR - CAR

4. "Edible-inedible." Progress of the game. The speech therapist pronounces three words that sound similar. The child must name only what can be eaten:
potatoes - spoon - okroshka
candy - cutlet - rocket

5. Ball games.

5.1. "I know five words."

Target: develop coordination of movements; Expand words knowledge; find the right words.

Progress of the game: the child pronounces a series of words, simultaneously hitting the ball on the floor with each word.

5.2 . Curious.

Target: development of phonemic awareness and imagination, development of sentence structuring skills.

5.3. Be careful .

Target: - development of the ability to determine the number of sounds in a word.

Progress of the game: The teacher, throwing the ball, pronounces the word. The child who catches the ball determines the number of sounds in the word.

At the initial stages, name words consisting of no more than 4 sounds.Such a game in a fun way allows children to quickly develop the ability to imagine the graphic expression of a word, and the switching mechanism is practiced.

6. Games with words.

Target: activate all analyzers involved in written speech; consolidate sound-letter analysis of words; distinguish between vowels and consonants.

guess the word . *The teacher writes only consonant letters s-p-g-, m-l-k- on the board.

*Then you are asked to write down words and sentences yourself using only consonants.

School, street, bag. The wind blows across the sea.

(The mechanism of selectivity when writing is being worked out.)

Boots, milk

(Used when working with dictionary words.)

Shk:l:, :l:ts:, s:mk:

V:t:r p: m:r: g:l::t.

5.3

Find your words to given schemes.

A-, -a-a,

Poppy, varnish, garden, tank, ball, hall, ball.

Porridge, Masha, dad, toad, llama.

5.4.

Make up words from these letters. (l,k,f,u,a)

(fisherman)

Puddle, beetle, onion, snake, varnish.

Fish, bull, cancer, tank, crab, marriage, fisherman

5.5.

Come up with it from each letter of this word other words CAT

Col-book, window-lake, ball-fur coat, cat-kefir, stork-watermelon

5.6.

Write it down words with 3,4,5,6 letters

Cat, porridge, bun, car

5.7.

Compose as many words as possible from the letters of a given word. BUILDER

Salt, dough, role, rice, hotel, forest, elk, liter, leaf,:..

5.8.

Unscramble the words and name them in one word.

A ) p,i,k,a,t, t,f,i,u,l, b,i,i,t,n,o,k, g,a,o,p,i,s

b) b, o, h, n, h, e, e, r, v, u, o, r, t, n, e, d, b

a) slippers, shoes, boots, boots - footwear

b) night, morning, evening, day - day

5.9.

(pencil, window, book, house)

children go to school

(Children go to school)

5.10.

5.10.1. Divide the word TURTLE into syllables

TURTLE

5.10.2.Read the word syllable by syllable, starting from the end.

HA-PA-RE-CHE

5.10.3.Read the word, skipping the first or several given syllables

RE-PA-HA

5.10.4.Read the word in the given sequence 2,4,1,3; 4,1,3,2

RE-HA-CHE-PA,

HA-CHE-PA-RE

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”).

What to do? Develop skills in sound-letter analysis and word synthesis. It is useful, for example, to come up with words that begin with a certain sound; build a chain of words when the last sound of one word becomes the first sound of the next. Help the child form the concept of “word”. Show the meaning of prepositions, for example, by moving one object relative to another with comments: a pencil on a book, under a book, in a book, between books, etc. To better understand what a word is, you can, for example, write the word on a card and then cut it. Then from the word, for examplefox, you get two non-words (two parts that don’t make sense).

1. Make friends with words . Find errors in the use of words and prepositions (small words). Read it correctly, write it down.

A bird flies over the sky.

There is a red apple on the table.

Sweet plums grew on the tree.

And Alla's rose bloomed.

The teacher writes on the blackboard.

Pasha is drawing behind an album.

2.Tests with missing vowels. Different difficulty levels. Insert vowels. Write it down.

B_lk_.

B_lk_ z_v_t in d_pl_. _ b_lk_ p_sh_st_ykhv_st. _ b_lk_ t_pl__ shk_rk_yz_m_yt_pl_. _n_ h_st_ s_d_t n_ s_chk_.

3. Escaped vowels. Insert the vowels on the right into the set of consonants on the left.

Smrztmr-dnrztrzh. e a o e o and a o e

Bztrd n vtshsh _ pbkprd. E ua e yai and yu and ua

N mystrbly, _ mystdrzy. e e o ye a e e o ye

Dlvrm-pthchs. Deeya - oee a.

Nvkhdrzynzhvy,_ strkh n thry. Oyueaia a ay e aya

Right answers:

Seven times measure cut once.

You can't pull a fish out of a pond without difficulty.

Don't have a hundred rubles, but have a hundred friends.

Time for business is time for fun.

4. Sticky letters. Cross out repeated letters and make sentences. Read the story (write it down).

Slklolronlallstlulpliltzlillmlal.

Uyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy

Laesa ai paolaebaudauaatabaealyamai.

Slnmrzzgnmlkhzvry in nrk.

Check yourself: Winter is coming soon. Sparkling snowflakes will fall to the ground. The forest and field will be white. Severe frosts will drive small animals into their burrows.

5.Sea battle. Read the code and write the words.

A1G3 – G2A4D3 –

D1B2 – B3D2 –

G4D4 - B4A2 –

A1G3 – apron G2A4D3 – shell

D1B2 – chest B3D2 – iron

G4D4 - hoop B4A2 - sweater

6. Philward. Find and underline the names of birds (reading letters vertically and

horizontal)

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 manifests itself in the 3rd grade, when a student who has already mastered literacy “closely” begins to study grammatical rules. And here it suddenly turns out that he cannot master the rules of 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.

What to do? To master the laws of supply, you can compose sentences using diagrams. Correct mistakes specifically made by adults (correct mistakes in the speech of a foreigner who is learning to speak Russian). Game "Living Word". To make a sentence; distribute who will say what word; stand in order, composing a sentence, not forgetting to put (squat down) a period at the end. Divide continuous text into words and sentences.

1. Texts without word boundaries. Find the words in the sentence, divide them. Write it down correctly

Squirrels.

Boron smells like fragrant resin. Squirrels are jumping on old pine trees.

bushy gray coats. Their backs were red and their tails were full. They were long and long.

Mubelki lived in the forest.

The answer was that they were hiding in a warm nest. They were happy about the bright spring.

2. Texts without capital letters and periods. Find the boundaries of sentences. Place a period and a capital letter.

winter in the forest

the snow fell in flakes, it became light in the forest, winter guests arrived from the north

these are birds with a red cap, bullfinches, they fly to the red rowan tree and peck

fruits the squirrel has food reserves in its hollow the bear sleeps in a den in a new

a fur coat, a hare, a new beautiful outfit for the cheating fox in her hole, a hedgehog

covered with leaves buried in the moss frogs only a hungry and angry wolf

wanders on the forest edge

3. Restore the sentence and story. Compose and write down sentences, and then a coherent text from the sentences. Give it a title.

hedgehog, grandfather gave it to the kids

in, he, summer, lived, barn

hedgehog, in, winter, hole, fell asleep

hungry, hedgehog, will return, in the spring

mice! beware

4. Distinguish similar letters.

A. Unscramble these verbs. Pay attention to the writing of letters, encryption designation

p-3, t-2

3o2i3b ko23i3b s2 e3b 3ols3e3b 3o23a3b ki2ya3i3b 2omni3b 2o2i3b.

Decipher and write down the sentences.

O3 3o2o3a ko2y3 2yl 2o 2olyu le3i3

3o2or and 2ila-tools

Up to 2ora os3ry 3o2ory.

B. Decipher the words where the letter “d” is ↓.

↓glasses, u↓o↓, ↓e↓ear, ↓horn, du↓ak, ↓e. ↓, size, ↓у↓it, ro↓nya. o↓press↓s,

↓Om, ↓o↓point, ↓oe↓etO↓wanted, ↓engi ↓o↓wish, ↓agree↓has

Unscramble the words where the letter “b” is .

aochka, aushka, unit, uentsy,ochka, ural, umaga, oy, zaota,

Ilet, howled, oratno, araris, uen, mustache, left, aushka, ukva.

Decipher the phrases and write “b” - , “d” - ↓.

↓ory ↓e↓ear

e↓ny ↓я↓я

ezoan ↓mongrel

Olive little head

↓avniy ↓rug

B. Make and write sentences from these words. Insert letters b, d

1) On, _was, _yatla, _slapped, _y_e.

2) _a_ushka, gri_y, _etyam, and, _rusnik, so_irala.

3) U, _e_a, _oro_a, Frost, _snowy, _linnaya.

4) On, _ylo, _lu_tse, _loko, _larger.

5) Near,_erez, _yla, _oma, old, _elaya, _big.

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 to do? To develop the child’s ability to navigate in space and also develop the visual analyzer. If a child persistently confuses certain letters, does not remember letters well; You can sculpt letters that cause difficulty from plasticine, fold them using Lego, embroider, draw on paper and on snow, etc. Just be sure to then compare the resulting image with the sample. You can use tactile sensations and, in a playful way, with your eyes closed, recognize three-dimensional letters by touch.

Working on visual perception

"Proofreading". To develop visual attention, when writing letters in mirrors, proofreading tests are a good exercise:

For this exercise you need a book, boring and with a fairly large (not small) font. Every day, for five (no more) minutes, the child works on the following task: crosses out 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 child’s mind. For example, most often difficulties arise with the pairs “p/t”, “p/r”, “m/l” (spelling similarity); “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.

Find out the letter “written” with a finger on the back or palm.

Cross out the incorrect letters or circle the correct letters.

Write the letters that contain this element (showing the lowercase letter element) For example: O - when writing this element is found in lowercase letters: B, V, O, A, F, Z.

Underline those syllables and words that are written before the line.

CE in the line: SEESSOSEEESSOSSEOSESSE

ABOUT in the line: BOBIOBOVBABOBAOBBOBOOBBO

CAT in the line: TOK OTK CAT KIT SO NOT NOK WHO CAT WHO

CUP in the line: CUP KACHASH CHAKASH CUP KACHASH CUP

Find the hidden word in the line:

GAZETAVROATIVSHLSHKTDOMTRNA (newspaper, house) SHAONIPAMVETRIOCHKITRAPACKET (glasses, package)

Insert a down arrow instead of the letter D, and an up arrow instead of B:

DAY, FRIEND, GRANDMOTHER. GRANDFATHER, SHOT, EYEBROW, WATER, PIPE, Hippopotamus, Lily of the Valley.

Rewrite the following lines without errors:

ENALSSTAD NORASOTANA

DEBARUGA KALLIHARRA AMMADAMA

Describe the outline of the letter in words (the teacher tells - the children guess the letter, then try to describe a letter themselves).

What letter can be made from the letter G if you add other elements?

In a series of correctly written letters, find one incorrect one.

Find letters hidden in various patterns, geometric shapes.

Make out several letters in the superimposed image: which letters “fell in a heap” and hid in the picture.

2. "Fly". This exercise helps children develop orientation in space, on themselves and on a piece of paper, and distinguish between a letter and its mirror double. The report always starts from the center of the square. First, children must move the piece (handle) around the square, then mentally imagine its movement. At the next stage, children with their eyes closed must determine the path of the fly and answer where it stopped. In the future, drawing of letters is proposed. 5 cells - down, 1 - right, 4 - up, 2 right, 1-up, 3-left. You should get the letter “G”, which can be shaded.

3. "Inverted text." Plain text page rotates 90,180, 270 degrees. The student must move his eyes from right to left to read the text.

4 . "Reading words by half letter." Reading lines with a cover the bottom half of the line (with the top half of the line covered).

Target: formation of a visual representation of a letter. Forming the ability to quickly grasp one or even several words.

5 . "Warped text ».

Target: develop the ability to see words written in different fonts.

Childrenfell out are comingfirst Vfluffy schoolsnow . UGuys themcame out in handon portfoliosstreet .

Fine motor skills play a certain role in the development of a child, which are directly related to the development of speech and are formed by the age of 7-8. Therefore, it is imperative to get used to beautiful calligraphic writing of letters. So that the child understands what he is writing and can read and analyze the correctness of what he has written.

What to do? Working on fine motor skills

1. Flourish . When working with a stroke, the following conditions must be observed: the tempo of speech when pronouncing a verse must match the tempo of the hand. Each hand movement has its own syllable or word. At the same time, the child must control himself: does the movement of his hand coincide with what he says. First, the child follows the teacher and repeats these movements in the air, teaching the hand to move smoothly, and then transfers these movements to paper. The stroke allows you to solve the following problems: development of fine motor skills; synchronization of the visual, motor, speech analyzer.

Petal, petal turns into a flower

Here is the horse at the gate, ears, mane, eyes, mouth.

2.Finger gymnastics

2.1. Games - nursery rhymes with fingers.

A) The fingers went out for a walk, and the other ones went out to catch up (two fingers). Fingers move on the table.

The third fingers are walking (three fingers), and the fourth fingers are running (four fingers).

The fifth finger jumped and fell at the end of the path (thumb).

B) The thumb alternately touches with pressure the index, middle, ring, and little fingers.

2.2 Magic wand.

Roll a magic wand out of a sheet of paper (you can change the instructions: whoever is thinner, longer, neater, will make a magic wand faster). Make a letter from this stick (O, P, B, V, R, Z)

2.3. Massage .

Take a pen or pencil, preferably one with ribbed edges, place it between your palms and roll along the entire length of your palm.

3. Hatching. Hatch any geometric shapes with thin lines from left to right, from top to bottom.

Literature.

2. Kozlyanikova, I.P., Chareli, E.M. Secrets of our voice. Ekaterinburg, 1992.

3. Repina, Z. A. Writing impairment in schoolchildren with rhinolalia. [Text]/Z.A. Repina. - Ekaterinburg, 1999.

4. Suslova O.V. Methodological development “Set of exercises for the prevention of dysgraphia in primary schoolchildren” - LogoPortal.ru

5. Chistyakova O.V. 20 lessons in the Russian language to prevent dysgraphia. 1st class. St. Petersburg 2010

The first days spent at school sometimes become not a joyful event for children, but a reason for anxiety and concern. Relatives are also worried: why is the beloved child, so smart, unable to master literacy, while other subjects do not cause difficulties? Teachers often come under fire for saying they cannot teach a child basic things. However, a violation of writing may have a good reason that does not depend on children’s laziness or the weakness of the teaching staff - dysgraphia.

What is dysgraphia

Dysgraphia in children is the presence of systematic identical errors in writing due to impaired brain activity.

Don't panic if your child accidentally mixes up several letters in his homework. But if such mistakes occur regularly, perhaps this is no longer inattention, but a serious illness.

First time diagnosis of dysgraphia younger schoolchildren. Even if four- or five-year-olds make mistakes, this is considered absolutely normal.

Classification

The following types are distinguished:

Optical dysgraphia
Acoustic dysgraphia
Articulatory-acoustic dysgraphia
Agrammatic dysgraphia
Problems with language analysis and synthesis
Motor

Forms of dysgraphia have a diverse nature. The above types of dysgraphia are expressed as follows:

Optical dysgraphia:
Mirror images of characters (R – Z) or sentences (from right to left).
Letters are written incompletely or, conversely, with extra parts.
Similar ones are confused (Ш – Ш, В – Б).
Acoustic, more often associated with hearing impairments, is expressed in the substitution of paired letters for each other:
By voicedness-voicelessness (D - T, Z - S).
Hardness-softness (Example of consonants – “kom” and “com”, vowels – “luster” and “chandelier”).
The articulatory-acoustic manifestations are similar to the previous one. Occurs due to incorrect articulation, leading to an incorrect mental representation of the structure of the word.
Agrammatical is associated mainly with grammatical inconsistency in phrases (“empty jar”, “handsome dad”).
Gender, number, declension, and cases change places.
Prepositions are replaced (“go for a walk”).
A child can make a mistake even in the vowels being tested, if the stress does not fall on them.
Most often it occurs in bilingual families, with long-term living abroad, and the use of incorrect methods of early teaching a foreign language.
Problems with language analysis and synthesis are:
Duplication of syllables.
Difficulties with continuous and separate writing.
Motor dysgraphia, unlike other types, is rarely associated with mental characteristics. The prerequisite for the appearance is the inability to correctly control the hand when writing, which manifests itself:
At low speed.
Constant (even within one sentence) change in slope and size.
Too little or too much pressure, “shaky” lines.
Stiffness of movements, especially when moving from one character to another.

Table “Forms of dysgraphia”

Causes

The etiology of dysgraphia is associated with a whole range of factors.

During the antenatal period:

Toxicoses, mainly in the final trimester
Rh conflict in case of fetal injury
Alcohol, nicotine, drug addiction of the mother
Intrauterine infection
Severe stress
Overdose of medications not intended for pregnant women
Chemical intoxication.

Postnatal causes of dysgraphia (this also includes dysgraphia in adults):

Rickets
Viral infections (chickenpox, jaundice, meningitis, encephalitis, influenza)
Hypoxia and asphyxia during childbirth
Concussions, traumatic brain injuries
Long-term debilitating illnesses
Muteness or speech disorders in parents
Bilingual environment
Social isolation
Overstrain of the nervous system
Excessively early training, not supported by the appropriate psychological state of the child.

Diagnostics

Symptoms of dysgraphia are subject to diagnosis by speech therapists. However, observant mothers discover important manifestations on their own. This:

Excitability
Easy fatigue
Hyperactivity
Mood swings
Neurological problems
Dyslexia
Weak hearing
Weak attention
Closedness

Experts use tests to diagnose dysgraphia in schoolchildren. Download and test at home:

Correction

Treatment of dysgraphia in younger schoolchildren occurs with the help of exercises. Correction occurs both by professionals with speech therapy knowledge and by the family.
Mothers, following the recommendations of speech therapists, can conduct additional mini-lessons on their own. It is important to follow the rules.

Exercise regularly
Don't scold your child if he doesn't succeed
Try to diversify activities, conduct them in a playful way
Take breaks when tired

Classes should be a pleasant pastime, and not a punishment for wrongdoing. If the baby enjoys what is happening, progress will come much faster.

Exercises

Correction of dysgraphia in younger schoolchildren using finger gymnastics:

Rolling a rubber ball with spikes.

“Fashion show” for girls or “parade” for boys - alternate fingering.

Modeling from plasticine or polymer clay.

Collecting puzzles.

Interaction with rough surfaces (building sand castles, sorting out cereals).

Text tasks:

Organize a “who is faster” competition. Take a piece of paper and cross out certain letters at speed. If it works, the difficulty level increases next time. Cross out one letter and circle the other.
Write short excerpts from your child's favorite fairy tales. And look for all the mistakes together.
Let the student correct texts with minor errors. You shouldn’t overuse it: the wrong option can stick in your memory, aggravating the situation.
Play association games. Together, figure out what each letter looks like (O - donut, p - stool). ABCs in verse with bright illustrative material will be an excellent help.
Use copybooks and coloring books.
Trace the letters into a stencil - this will better preserve their silhouette in memory.
Make symbols from dough, bake them in the oven - such a tasty result will be firmly imprinted in your head.
Insert the missing letters into the word - if you are sure that the child has already retained it.
Count vowels and consonants.
In educational children's manuals and on boxes of ready-made breakfasts, there are maze games where you need to guide the animal along a certain path. They are also quite useful.

Corrective classes significantly improve the situation; don’t give up on classes, do them regularly.