Correction of violations of written speech. Didactic Written Speech Correction Exercises

Introduction …………………………………………………………………….3

CHAPTER 1 Theoretical aspects Correction of violations of written speech

1. Violations of written speech ....................................... ... 4
2. general characteristics The main stages of the correction of dysorphography of students 5 - 6 classes ........................ .10
3. Prevention of violations of written speech ..................... 14

Conclusion ………………………………………………………………15

BIBLIOGRAPHY…………………………………………………..16

Introduction

Recently, the number of children experiencing difficulties is increasing school program. One of the reasons for school deadaption is a violation of written speech (dyslexia, disgrave and dizorphography). Violations of the letter and reading are sufficiently common among students as corrective and mass schoolsthey prevent the full-fledged OS school Knowledgetherefore the problem of writing correction is relevant not only for specialists (speech therapists, psycho logs, linguists), but also for teachers primary classes and Russian language ka.

Violations of the written speech are complex in their structure, in their symptoms may be observed: violations oral speech; underdevelopment of phonetic and phonumatic and lexico-grammatical components; optical-spatial organization of writing activities; disagreement in the work of auditory, visual analyzers and articulation; Standing in development mental processes (Memory, attention, thinking).

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

Currently, the problems of the correction of violations of the letter are engaged in I.N. Sadovnikova, L.N. Efimenkova, M. Misaenko, E.V. Yurova, L.G. Pa Ramonova, A.V. Yastrebova, S.B. Yakovlev; Problems of the correction of reading disorders - R.I. Lalaeva, L.M. Ko Zyreva, S.N. Kostromina, L.G. Nagaeva,

IN AND. Gorodilova. Speech therapy work in the correction classes Remark R. I. Lalaeva; Violations of speech and their correction in children with a delay in mental development - R.I. La Laeva, N.V. Serebryakova, St. Zorin.

Dizorphography problems are engaged in A.N. Korenev, I.V. Princhepova,

G.M. Sumchenko, V.V. Komarova, E.G. Kruti Kova, MG Sustaine. However, the direction of work to overcome dieorphography are not developed sufficiently. The most gender but the correction of dysorphography is disclosed in the method of I.V. Princess (1997).

Chapter 1 Theoretical Aspects of the Correction of Written Speech

1.1 Violations of written speech

Violations of the written speech are made to designate the term "Dyslexia", "Distraphy" and "Dizorphography".

When dysxia children are difficult to master the reading skills, it is replete with numerous repetitive mistakes of persistent nature, lucible by the "non-formation of mental functions, participating in the process of mastering reading" (R.I. Lalaeva, 1998). Taking into account the violation of the reading process, dyslexia systematized by R.I. Lalaeva.

Phonematic dyslexia. The first form - a violation of the reading associated with underdevelopment phonematics perception. WTO Paradise Shape - a violation of reading due to the underdevelopment of the function of phondematic analysis (contrably reading, the claims of the word-headed structure (skipping, permutation).

Agrammatical dyslexia. The underdevelopment of the grammatical system of speech, morphological and syntactic generalizations (word-byment, word formation, the connection of words in the proposals of the Research Institute).

Mixed dyslexia. Children have difficulty in the mass of all letters, their undifferentiated substitutions (memory processes are disturbed), associations are disturbed between the audience letters and pronounced sound.

Semantic dyslexia. Violation of understanding of read words. After reading words by syllables, children find it difficult to show the corresponding cards. Such a violation of pony is due to two factors: the difficulties of the sound synthesis and the fuzziness of the views on the syntactic links within the sentence. Students find it difficult to pronounce words presented in the form of insulated penetration sounds, play words and proposals presented by syllables.

Optical dyslexiait is manifested in the complexity of the assimilation of optical (graphically) similar letters and in their undifferential replacements: literal - violations with an isolated recognition and distinguishing the letters, verbal - disorders when reading words.

Losgray it is characterized by persistent specific errors in writing that may be due to both non-verbal speech and meaningfulness of the process of higher mental functions for both different reasons (from socio-psychological to organic pathology). Currently, the most reasonable is considered to be classified fiction of the District, taking into account the non-recognition of certain operations of the letter developed by the staff of the Department of Logopedia of the RGPU. A.I. Herzen.

Articulator-acoustic dysgraphy. At the same time, there are errors due to the vile speech sounds of speech (the child writes the words as he pronounces them) or the non-recognition of the kinesthetic images of sounds (with the internal proclaiming right articulation sounds). Articula Latator-acoustic dysgraphy is manifested in mixing, replacements, letters of letters.

Acoustic District(Based on violations of phoned recognition by phone). Errors in this form of dysgraphy are due to the inaccuracy of the auditory differential cyanization of sounds in their proper pronunciation; They manifest them in replacements of letters denoting phonetically close sounds. Letters denoted by whistling and hissing, ringing and deaf consonants, affringents and components included in their composition are mixed more often.

Dysgraphy on the soil of violation of linguistic analysis and synthesis.The mechanism of this type of disgrave is

Violation of the analysis - membership of proposals for words (a fusion writing words, especially prepositions with various parts of speech; Separate writing of words (bait, root);

Slumary and phonderatic analysis and synthesis (distortion of sound accounting, syllated word structure, passing from vowels when they are set, purpose of vowels,peremona letters, add letters, layer gov.

Agrammatical dysgraphiait is manifested in adgramatism on the letter and is due to the non-formation of the lexico-grammatical system of speech. Characteristic errors:

Verbal management;

Misuse paddy endings, one and multiple number Nouns(trees, handles);

Incorrect use of adjectives(Lisychy Tail, Lisina Shub, Bear Berler);

Coordination of various parts of speech in phrases(seven horses, two horses, red dresses, the rain wentand etc.)

Incorrect use of the proposed-case constructs (Flowers stand in a vase. The dog gets out from the booth);

Skipping members of the sentence, most often the farages(Boy sandbox);skipping to and up often - definitions (Went to the forest. Collects gr. In winter, the hare is fur coat. It is not visible);

Violation of communication between individual proposals, most often it happens as a result of the passage of any epic(The hare ran, ran through the forest. And suddenly he saw. He has a quick leg. Lisa is angry);

Incorrect Text Party to Proposals.

With aggramarmatical dysgraphy, the language of the Speech, the promotional components of speech, rhythm and, first of all, are not formed intonation components speech.

In addition, children allow a large number of Errors with an independent letter and writing off.

Optical Distraphydue to the non-formation of visual-spatial functions: visual gnosis, visual mesomeness, visual analysis and synthesis, space presentations. With optical dysgraphy, a distorted playback of letters on the letter is observed:

Improper reproduction of the spatial stock of the visual elements, a mirror writing of the letters, predicting the elements, extra elements;

Replacements and mixing graphically similar letters(P - T, L - M, and - W) B - D).

Literal optical disgrave is manifested in difficultiesplay isolated letters. At verbal optical dysgrafythere are distortion of letters in the word (replacement and mixing of graphically similar letters, the contextual effects of adjacent letters for playback spectator Letters in a given word).

As a rule, the dysgraphia in its pure form is extremely edited, most often this is a combination of various types of disgrave; Articulatory and acoustic and disgrave on the soil of violation of language analysis and synthesis; Agrammatic and optical, and sometimes a combination of three types of Distraphy. Often, the dysgraphy is intertwined with dizorphography or dyslexia. In such cases, determine the directions, the system of correctional and speech therapy work is more difficult, especially novice spells.

Dizorphography - Specific violation of spelling some letters skill against the background of the preserved intelligence and oral re chi. For dizorphography, persistent errors associated with the difficulty of learning spelling spelling skills and skills and applying them in a letter, with a morphological analysis, or a persistent inability to deal with punctuation rules.

For differential diagnosis Distraphy and Dizerfo Graphs The main criterion is the principle of spelling, which is mainly violated. In Russian spelling, the following basic principles are allocated: phonetic (phonematics), morpho logical, traditional, morphological-graphic analogies.

Based on phonetic (phonumatic) principlethe speech is the sound analysis of speech. Words are recorded as they hear and pronounce:cat, paw etc. Writing analyzes sound Makeup Words and denotes sounds with certain letters. Thus, conditionsfor the implementations of the phonematical principle of the letter are clear, the correct utterance of all sounds of speech, the formation of phoney perception, phonderatic analysis, knowledge of the graphic image of the letter and correlating it with a specific sound.

Morphological principleit is that with various problems of the Morpheme, the words in a strong and weak positionit is maintained by its graphic uniformity. The morphology principle involves the possession of the word morphological analysis (a clear idea of \u200b\u200bthe structure of the word, the urgency of the morphemes with the same meaning, the pronunciation of which may differ in various phonetic beds). The level of development of morphological analysis is closely associated with the development of the lexic and grammatical system of speech.

For traditional principleletters Choosing the letter for about the meaning of the phone game in a weak position is carried out on the basis of etymology and tradition(hare, cow).

The principle of morphor-graphic analogiesexplains the letter of the letter b as a graphic equalizer paradigs of the declination of nouns of the female(night - at night); the same gradic paradigm of the words of male(doctor - doctor); graphic equalizer of the morphological category of the ludal of the verb(Surrive) and infinitive (key).

Taking into account the principles of spelling, it can be concluded that the disgrave is mainly due to the violation of the implementation of the phonetic principle, and in disorphography, the use of morphological and traditional priests of spelling is violated.

The absence of a specially organized correctional work is caused by the consolidation and complication of symptoms of dizorphography. Resistant and specific disorders in mastering spelling knowledge, skills and skills note not only in the initial period of learning children with various violations of speech, but also in middle and high schools. The most frequent dizorphographic manifestations are the mistake of elementary school. At the same time, these spells are not absorbed in that time period, which polo wives according to the program. Violation of the assimilation of spelling in schools is often combined with dyslexia, disgrave, phonetic-phonemematic underdevelopment of speech.

In secondary and high schools of the secondary school, dizorphography occurs in children with a history of:

General underdevelopment of speech;

Phonetic underdevelopment and phonetic-phonematical underdevelopment;

Disgrave and dyslexia (during the period of study in primary school);

Various neurological symptoms: minimal brain dysfunction, encephalopathy;

Prenatal and postnatal pathology.

Most students with this violation are marked:

1) a decrease in lubricane memory;

2) violation of the letter gnosis;

3) violation of dynamic praxis hands;

4) the difficultness of perception of the rhythmic structure of the word;

5) fuzzy diction, bad articulation;

6) Violation of the lexic and grammatical system of speech.

Let us dwell on the problems of students arising from the transition from elementary school to the middle. Correctional work is conducted with preschoolers, with younger students who have sound-proof and written speech. In 5-6 classes, the problem does not disappear, but in this area there is not enough guidelines, nor practical materialsnor theoretical studiesallowing you to work with such children (as well as with adolescents and adults with violations of written speech).

Children with dizorphography belong to the category of students who especially need speech therapy. Without it, they not only have difficulty in the process of training, but often they are among all subjects. Timely and systematic assistance widespread overcome this violation and to a certain extent preventing negative consequences due to them.

1.2 General characteristics of the main stages of the correction of dysorphography in students of grades 5-6

Correctional work on overcoming dizorphography about is found in four stages.

1st stage - diagnostic.

An analysis of written works, the reading process is carried out.

The state of sound impact, language analysis and synthesis, language representations is determined; Phonematics perception (differentiation by phone).

The state of lexico-grammatical system is checked, with standing connected speech.

Individual features of such psychic processes are identified, as thinking, attention, memory.

The presence of motivation to the correctional work to eliminate the defect is revealed.

At this stage, during diagnostics, the school psychologist should be connected (if possible).

1. The performance of frontal dictations with the help of Russian teachers; Check and analysis of errors.

2. The corresponding written work with a group of children, allowing certain errors in dictations, including writing and dictation of syllables, words, proposals and texts; Estimated story or an essay by support words, According to a series of plot pictures.

3. Curricew the state of the lexic-grammatical side of speech using the group test technique (writing).

4. Survey of connected speech. It is carried out individually with each student in the form of a conversation.

5. Analysis of survey results. Packing groups.

2nd stage - preparatory.

Simple prerequisites for spelling (vintage-spatial representation) created during training in elementary school are clarified.

Work is carried out:

For the development of such thinking operationsas analysis, synthesis, comparison, comparison;

For the development of attention, memory;

According to the correction of the handwriting (with the possible use of exercises aimed at the development of shallow manual motility, adapted for this age).

With the possibility of parallel maintenance of the child, psycholo go some of the tasks and exercises are directed to the withdrawal of "country of writing", uncertainty, anxiety, inclinations for negative reactions.

The overall characteristics of the correction work.

1. Development of common and shallow manual motility.

2. Development and clarification of spatial-temporary previations.

3. Development. It is important for finding "mistakes" places in the word, finding your own mistakes.

4. Development of memory. Memory with the help of associative rows, emotional proximity to remembered, graphic for encrypting a memorization object.

5. Developing thinking.

The 3rd stage is a correction.

Work is carried out to overcome dizorphographic disorders. It is carried out on the phonetic, lexical and syntactic levels in directions corresponding to the main types of errors. The integrated approach of this methodology for the correction of dysorphography involves, if necessary, parallel work aimed at eliminating sound-proof disorders, reading and writing.

The overall characteristics of the correction work.

1. Clarification and development of the following concepts: Alphabet, voice and consonant letters and sounds. Writing capital letter At the beginning of the offer and in the names of their own.

2. Work on the emphasis. Single words. Unstressed vowels.

3. Clarification and repetition of difficult words; Work with a dictionary. The spelling of the unresponsible consonants, bell and deaf consonants in the end of the word and in words with the proportion of consonants. Referring to the use of transfer rules.

4. Writing vowels after hissing. Work on the correction of the use of a soft sign in the middle and end of the word to mitigate the consonant. Use of separation solid and soft signs.

5. Correctional work in the oral and writing speech of homonyms, synonyms, antonyms. Multivalued words. Sustainable phrases. Frameological turns.

6. Consideration of topics: word-byment and word formation; Case words: root, suffix, prefix, ending, base.

7. Clarification of concepts: parts of speech, noun name. Used the requirement of a soft sign after hissing.

8. Consideration and refinement of concepts: verb, initial Form Ma verb.

9. Work on the differentiation of adjectives and communion.

10. Work on differentiation of consoles and prepositions.

11. Work on promotional component speech. Intonation. Pace. Rhythm. Logical stress. Phonetic rhythm. Luggage.

12. Inspection and clarification of concepts: Communion and Temploch, a height turnover.

13. Work on the development of connected speech. Dialogue. Monologue. Races tale. Retelling.

The 4th stage is estimated.

The effectiveness of correctional work is estimated.

A repeat check of letters skills is carried out.

Different types of children's written works are analyzed.

The overall characteristics of the correction work.

Conducted in the form test workincluding:

1. Dictation with a grammatical task;

2. The test task, which is assessed by the assimilation of training terminology and the state of the lexic and grammatical side of speech;

3. Investments and essays to assess the state of speech attention and memory;

4. Oral survey, allowing to estimate the condition of the renewable recycling and the presence of agrammatism in it.

If students have violations of sound readings, individual and subgroup work is carried out on the general scheme on an adapted amount adapted for this age. In case of detection of disgrafographers of a disgraceful nature, the correctional work is in parallel.

1.3. Prevention of reading and writing violations

The prevention of writing violations should be carried out with preschool age, especially in children with speech disorders, with a delay in mental development and other categories of abnormal children.

It is necessary to carry out work aimed at the formation of the correct sound; development, the development of phonderatic perception, phonderatic analysis and synthesis of words, expansion vocabulary and the formation of a coherent speech (teach children different types Movement, drawing up a story on a series of pictures, according to a storyline, according to the proposed plan, at a given start or end, etc.).

Work should also include the following areas: the development of thinking, memory, auditory and visual attention; Improving spatial - temporary orientation on yourself, on a sheet of paper; development small Motoriki Using massage, finger games, strokes, hatching, work with scissors, plasticine; development of tactile sensations and constructive praxis; Training for literacy: familiarity with the concepts of proposal, word, syllable, letter, sound. This will help to form a base for mastering school knowledge.

Conclusion

Currently, many experts are seriously concerned about the problem of school failure in children due to a violation of the formation of writing skills. Increased interest among speech therapists, teachers, psychologists to the correction of speech violations of students of secondary schools is explained by the widespread mistakes in writing, difficulty reading and understanding texts that cannot be eliminated without the help of specialists.

Speech disorders in combination with the negative features of personal and communicative qualities of the student, deviations in behavior, determine the overall lag in the assimilation of the school program. Elimination of writing violations is a comprehensive problem. The effectiveness of its decision is associated with the ability to reasonably combine speech therapy assistance with psychological correction cognitive processes, the formation of student graphomotor skills and space-time representations.

The prevention of written speech violations should be carried out with preschool age.

Bibliography

1. Yeletskaya O.V., Gorbachevskaya N.Yu. Speech therapy assistance to schoolchildren with violations of written speech: the formation of ideas about space and time: a methodological manual / scientified. ed. O.V. Returning. - SPb.: Publisher "Speech", 2006.

2. Yeletskaya O.V., Gorbachevskaya N.Yu. Correction of dysorphography in students 5 - 6 classes: Methods for recommendations and exercises. - M.: School press, 2003.

3. Correction of violations of written speech: Educational - toolkit/ Ed. N.N. Yakovleva. - SPb.: Karo, 2007.

4. Speech therapy: studies. For stud. Defectol. Fact pedavuses / ed. L.S. Volkova, S.N. Shakhovskaya. - M.: Humanit. ed. Center Vlados, 1999.

5. Princhepova I.V. Dysorphography of younger schoolchildren: Educational and methodological manual - SPb.: Karo, 2006.

Dysgraphy is violations of written speech. The failure of the letter originates from deep childhood. Spelling skills are formed in preschool and general education educational institution. At this time, you can adjust the problems of the child and prevent the aggravation of the situation with age.

When identifying deviations, signs of general underdevelopment, backwardness or dementia are often manifested. In normal conditions, they may not manifest themselves for a long time, that is, to proceed asymptomatic.

In training, you can recognize all obstacles to the assistance of information filed in any form (visual, auditory, visual perception).

Procedure for the procedure

Preparation

First, the doctor polls and examines the patient. The inspection is subject to respiratory tract, nasal and potassium cavity. This allows you to detect the paresis, the injuries of the roto-nose area. CT, X-ray or MRI can be assigned as additional analyzes.

A professional is necessarily familiar with the history of the client's disease, reveals hereditary and acquired diseases.

During diagnostics, such testing is carried out:

• Fix errors that arose against the background of low hearing reactions and phonematics. In this case, pay attention to the loss of letter-sludge constructs of proposals, extension of additional phrases, distortion and affection, as well as a fusion or separate writing without need, inability to separate the logical-semantic boundaries.
• Detect lexico-grammatical shortcomings (incorrect use of predictions, adding or disordering consoles).

Correction of Violations of Written Speech

According to the results of the surveys, the type of disgrace is predetermined:

• acoustic;
• articular and acoustic;
• optical;
• agrammatic, as well as non-compliance with language analysis and synthesis.

To eliminate defects, such measures are taken:

Rise up a clear auditory differentiation of undevelopable sounds to prevent writing at random. In most cases, items, nature or animals use.

Teach text division to word form. For clarity, graphic schemes can be included.

Conduct gymnastics for repetition of hissing, vowels and difficult sounds.

Rehabilitation period

The correction of violations of written speech does not imply rehabilitation. The preventive course and consultation of the psychologist may be required.

Indications

The technique is characteristic of:

• improper pronunciation of sounds (dyslexia);
• repetitive errors in different works;
• mixing paired consonants during a conversation with the transfer to paper;
• frequent or permanent permutations, skipping and adding syllables or letters;
• agrammatism.

Contraindications

Notes for the elimination of dismissions were not revealed. The technology is suitable for children and adults. Important is the condition of the correct selection of the program.

Complications

The consequences do not arise.

Prices and clinics

Edited by N. N. Yakovlev

Teaching manual

St. Petersburg

BBK 74. 37 K68

Printed by the decision of the editorial and publishing council of the St. Petersburg Academy of the Postpolnaya pedagogical education

Reviewers:

N. O. Zinoviev - candidate pedagogical Sciences, doctoral student;

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

K68. Correction of violations of written speech: Educational and methodical manual / Ed. N. N. Yakovleva. - SPb.: SPbAPPO,

Aristova T. A., Arkhipova G. A., Baeva E. V., Boztedova N. Yu .. Brovina S. V., Egorova M. V. Karakkin Yu.L., Migurskaya A. P., Pletnev E . B., Sorochinskaya O. N., Sumchenko G. M., Ulyantseva L. B., Yakovlev N. N.

One of the most common causes of dezadapitapia in children of primary school age is a violation of written speech (disgrave, dyslexia and dizorphography).

The manual attempted to present the system of work on the correction of writing violations. The manual includes programs, thematic planning for the correction of disgrave, dizo-flothes, dyslexia, prevention of written violations, developed by teachers-speech therapists of St. Petersburg, as well as guidelines to planning, the abstracts of speech therapy classes on individual topics.

The manual may be useful for practitioner speech therapists, especially those who are just beginning their professional practical activities, as well as teachers of primary classes and Russian languages.

I§vn 5-7434-0358-9

© N.N. Yakovleva, 2004 © SPBAPPO. 2004.

Preface

Recently, the number of children experiencing difficulties in the assimilation of the school program increases. One of the reasons for "school deadaption" is a violation of written speech (ligraphy, dyslexia and dizorphography). Violations of the letter and reading are quite common among students of both corrective and mass schools, they prevent the full development of school knowledge. Therefore, it is not by chance that the problem of dyslexia correction, the Distraphy is of interest not only for specialists (speech therapists, psychologists, linguists), but also for teachers of primary classes and Russian languages.

It should be noted that violations of the written speech are complex in their structure, in their symptoms may be observed:

Oral speech disorders;

Underdevelopment of phonetic and phonumatic and lexico gram-matical components;

Optical-spatial organization of the letter of the letter;

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

Studing in the development of mental processes (memory, attention, thinking).

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

Currently, the speech therapists of school logoptes, correctional schools, psychological and pedagogical medical and social (PTMS) centers are engaged in the correction of written speech violations. The lack of programs and thematic planning for the correction of dysorphography, the dysgrafy, dyslexia on the basis of these divisions was a prerequisite for the emergence of this manual.

The manual provides software-methodical materials on the correction of written speech violations developed by St. Petersburg's practitioners. The educational and methodological manual consists of sin chapters.

The first chapter presents recommendations for organizing the activities of the Logopeda of PPMS of the Center, the Program Correction Program, Dizorphography, Dysxia, Prevention of Writing Violations, compiled by teachers-speech therapists operating under the CTMs Centers.

The programs are drawn up in accordance with state standards of learning reading and Russian language in elementary school, the structure of the speech defect and reflect modern approaches to the correction of writing violations.

In the second and third chapters given a brief description of Features of the speech of children with a delayed mental development (CRAP) and children with intellectual impairment, and also presents thematic planning to overcome letter violations, methodological recommendations for planning, abstracts speech therapy occupation According to individual topics. Thematic planning compiled with the structure speech violation, features of intellectual development and programs: Correctional and educational training (primary classes). M.: Drop, 2000; Programs of preparatory and 1-4 Correction classes educational institutions eighth species. M.: Education, 1999; Special programs (correctional) general educational institutions eighth species. 5-9 classes. Collection 1. M.: Vlados, 2000.

In compiling planning, the correctional work system proposed by the authors of I. N. Sadov-Nikova (1998), L. N. Efimenkova (2000), A. N. Korenev (1995), R. I. Lalaeva (1998), S. N. Kostromina, L. G. Nagayeva (1999), D. G. Shumayeva (1997), L. G. Paramonovova (1999),

N.Vov Yastrebova (1997).

We hope that software-methodical materials will be useful to speech therapist teachers, students of the logistical department of the Faculty of Correctional Pedagogy, teachers of primary classes and Russian languages.

Introduction Violations of written speech

N.N. Yakovleva - Art. Lecturer of the Department of Theory and Methods of Special Education Apple

Violations of written speech in schoolchildren is a fairly common phenomenon. Only in St. Petersburg for the period 1999-2003. The number of children who have drawbacks and letters has increased by 3.6%.

This bookopled practice book is written in the form of abstracts on the correction of specific sound errors in students. secondary schools. The book is designed for parents, beginner speech therapists, primary school teachers. The speech therapists are encouraged to use data abstracts for the correction of phonmematic underdevelopment in children with phonderatic, phonetic-phonmematic underdevelopment, as well as part of the classes for children with the general underdevelopment of speech.

Lesson 2.
Subject: Sounds of speech. The vowels and the letters of the first row.
Objectives:
- to acquaint students with the division of sounds on vowels and consonants, ways of their education;
- to acquaint with the vowels of the first row;
- consolidate the concepts of "sound" and "letter";
- Exercise in reflected speech.

Structure occupation
1. Summates the one who calls the sound or write the letter.
2. The division of sounds on vowels and consonants.
- Listen to the sound [a]. (Speech therapist pronounces it all [AA-A].)
- What is the mouth when pronunciation [A]? (Wide open.)
- Does anything in the mouth go out of the throat? (Not.)
- But another sound is [P]. Is there a air jet freely? (Not.)
- Why? What prevents air out? (Lip bowl.)
- Lips when pronunciation of sound [P] are closed, forming a barrier.
- Listen to the sound [m]. Is there a air jet freely? (Not.)
- Why? What prevents air out? (Bow -Gub.)
- Lips when pronunciation of sound [m] are closed, forming a barrier.
- Listen to the sound [o].
- [Ltd].
- What are the lips when pronunciation of sound [o]? (Rounded, slightly stretched forward.)

CONTENT
Preface
Sounds of speech
Sounds of speech. Pooh sounds and letters of the first row
Sound [a], lowercase letter "A"
Sound [o], lowercase letter "O"
Differentiation of sounds [a] and [o], lowercase letters "A" and "O"
Sound [U], the lower case "y"
Differentiation of sounds [o] and [y]
Sound [s]
Vowels lowercase letters of the second row
Sound [and], lowercase letter "and"
Differentiation of vowels [s] and [and]
Differentiation of vowel sounds [y] and [and], lowercase letters "y" and "and"
Sounding [IE], denoted by the letter of the lowercase letter "E"
Differentiation of sound [and] and sounding [IE], lowercase letters "and" and "e"
Differentiation of the soundness (yo] and [yu], denoted in writing by vowels "her" and "Yuu"
Word division
Sound analysis and synthesis of words
Emphasis
Solid and soft consonants. (Introductory.)
Differentiation of sounds [H] and [N "]
Differentiation of sounds [T] and [t "]
Differentiation of sounds [d] and [d]]
Differentiation of sounds [s] and [s "]
Differentiation of sounds [s] and [z "]
Differentiation of sounds [l] and [l "]
Differentiation of sounds [p] and [p "]
Differentiation of sounds [l] and [p]
Differentiation of sounds [P] and [T], lowercase letters "P" and "T"
Differentiation of sounds [b] and [d], lowercase letters "B" and "D"
Differentiation of sounds [h] and [C]
Differentiation of sounds [sh] and [sh], letters "sh" and "u"
Differentiation of sounds [h] and [sh]
Write and deaf consonants (introductory)
Differentiation of sounds [s] and [s], [s "] and [z"]
Differentiation of sounds [F] and [B], [F1] and [in "]
Differentiation [P] and [b], [and "] and [b"]
Differentiation of sounds [T] and [d]. [t "] and [d ']
Differentiation of sounds [to] and [g], [k "] and [g"]
Literature.

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Chramzova Natalya
Correction of violations of written speech in younger students

Child with defect is not

certainly a defective child.

L. S. Vygotsky

Currently, the number of children experiencing difficulties in training for learning and learning has been significantly increased. school program. One of the reasons school Deazadaption is violation of written speech(Dysgraphy, Dysxia and Dizorphography). Violations of the letter and readings are quite common among students like correctionaland mass schoolthey prevent full-fledged development school Knowledge, so interest in the problem dyslexia correction, Distraphy not only from specialists (speech therapists, psychologists, linguists, but also in teachers of primary classes and Russian languages.

It should be noted that violations of written speech complex in their structure, in their symptoms can observe:

violations of oral speech;

Underdevelopment of phonetic and phonumatic and lexico-grammatical components;

Optical-spatial disorganization of activity letters;

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

Loge in the development of mental processes (memory, attention, thinking).

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

Currently correction of violations of written speech Dogopes are engaged school Logopunks, correction schools.

Speech violationsmanifested in the non-formation of language funds can be divided into three large groups:

First Group - Phonetic violations of speech. They are expressed in the defects of pronunciation of individual sounds.

Second group - Phondematic violations. They are expressed

in the fact that the child not only defectively utters certain sounds, but also insufficiently distinguishes them, does not catch the acoustic articulation difference between opposition sounds. This leads to the fact that children do not clearly master the new words and make specific errors when letter.

Third Group - general underdevelopment speech. It is expressed in that violation applies both to sound and on

semoley side speech. If there is no speech therapy assistance in a timely manner, he will not be able to fully master the diploma in the future.

As you know, for development written speechThe conscious analysis of the components of its sounds is important. However, to designate when letter This or that sound is a letter, it is necessary not only to allocate it from the word, but also to summarize the selected sound into a stable background based on its audio differentiation. The ability to highlight phonemes from the word and correctly differentiate them is one of required conditions Development of sound analysis.

For the correct sound analysis, another condition is also necessary - the ability to present the sound composition as a whole, and then, analyzing it, highlight the sounds, while maintaining their sequence and quantity in the word. Sound analysis, as D. B. Elkonin emphasizes, there is nothing but mastering a certain academic operation, a mental action "to establish a sequence of sounds in the Word."

It has been established that the deficiencies of pronunciation in children are often accompanied by difficulties in sound analysis the words: They hardly distinguish sounds from the analyzed word, not always clearly differentiate a dedicated sound for hearing, mix it with acoustically steam room, cannot compare the sound composition of words that differ in one sound.

IN writing All children with phonderatic underdevelopment, regardless of the degree of mastering the corresponding skill, there are specific errors for replacing and mixing letters.

Examples typical mistakes : Vosharya (horse, headband (teeth, vodka (boat, horn (spoon, sykel (shank, tosha (cat, lukva (cranberry.

Along with specific errors, there are also such as letters of letters, adding, permutation, replacing letters on the graphic similarity, the so-called antipation and entertainment.

for example: shops, tozlevizor, devies, bubble, bubble bugs.

Despite the knowledge of the learned rules, children cannot apply it in practice, as they do not distinguish, what consonant is ringing or deaf - even in cases where the sound is in a strong position, i.e. before vowelny.

Any teacher should help the child to realize his intrinsicness, utility for society, social relevance. After all, in every child there is a sense of excellent, and the task of the teacher to find and affect this thin string.

In the World Declaration on Providing Survival, Development of Children's Development say: "The children of the world are innocent, vulnerable and dependent. They are also inquisitive, energetic and full of hope. Their time should be time of joy and peace, games, study and growth. Their future should be based on harmony and cooperation. "

In hard work to overcome deficiencies speeches in children need:

Keep the child's confidence in the fact that the deficiency speech can be overcomeIf he himself decides to this effort and effort, will fulfill the requirements and advice of adults;

Correct communication with the child, create conditions for calm, leisurely speech, making amendments to it no earlier than at the stage of testing skill;

Show exposure, not allow irritable tone;

At the stages of the preparation of the articulation apparatus to pronounced pronunciation sounds and consolidation of sound suspension to carry out special classes;

To make sure that the child does independently show the initiative in carrying out free time, as it affects not only the development of his cognitive abilities, but also is a condition for full-fledged emotional development.

It's important to know:

Clear, clear speech of adults from the very beginning speech communication with a child - one of the mandatory conditions for the right speech development;

The fulfillment of all conditions of the right speech and general education is the most good prevention of speech disorders and relieve a child from anxiety and experiences associated with disadvantages. speech of children;

Classes will give a good result when they are interesting for the child. If the classes include monotonous exercises, the child should be convinced that they are necessary;

The occupation should not continue over 15 minutes;

The occupation should not overload tasks;

At the stage of preparing the articulation apparatus, it is necessary to choose the appropriate set of exercises;

To subsequent exercises, it is necessary to move, only the previous one.

It is important for the child:

Determine the place of the given sound in the word (at the beginning, mid, end);

Divide words to syllables;

Distinguish solid and soft consonants;

Distinguish vowels and consonant sounds;

Distinguish words similar to sound;

Distinguish words characterized by one sound;

Find words in which there is no specified sound;

Realize the basic elements of the language - word, syllable, sound.