Prevention of dysgraphia in preschool children. Thesis: Prevention of dysgraphia in children with general speech underdevelopment in a speech therapy group in a kindergarten. Speech and major speech disorders

What is dysgraphia? Dysgraphia is a partial specific disorder of the writing process, in which persistent and repeated errors are observed: distortions and substitutions of letters, distortion of the sound-syllable structure of a word, violation of the unity of the spelling of individual words in a sentence, agrammatisms in writing.

Dysgraphic errors are always persistent. They are not associated with a child’s intellectual impairment or irregular attendance at an educational institution. Dysgraphic errors are caused by the immaturity of higher mental functions involved in the writing process.

Today there are five types of dysgraphia:

1. Articulatory-acoustic dysgraphia.

1. The child, relying on his incorrect pronunciation, writes words the way he pronounces them. Since the cause of this form of dysgraphia is associated with the child’s defective pronunciation, it is necessary to urgently begin working with a speech therapist to correct sound pronunciation. With this form of dysgraphia, one cannot rely on pronouncing words until the defective sounds are corrected. As soon as the defective sound is delivered, work must immediately begin to differentiate the delivered sound from the sound with which the child previously replaced it.

Games and play exercises

1). “Stamp - clap” - the speech therapist invites the child to clap his hands if he hears, for example, the sound R and stamp his foot if he hears the sound L. Tasks are given first at the level of sounds, then syllables, words and sentences.”2.

2).“Show the symbol.” The adult pronounces the sounds in random order, then syllables and words with the pair of sounds being practiced. The child must pick up the desired symbol. (For example, the sound R is a dog, the Sound L is an airplane). First, the adult pronounces the words at a slow pace, then the pace increases.

3).“Repeat after me.” An adult pronounces a chain of sounds, then syllables and words. For example, S, S, Sh; S,SH,S;SH,SH,S; SASHA; SA-SHA-SA; SA-SHA-SA-SHA;SA-SA-SHA-SA; JUICE-SHOCK; JUICE-SHOCK-JUICE-JUICE, etc. The child must correctly repeat the chain after the adult.

4). “Find the extra sound” (syllable, word). For example, S, S, Sh (sound Sh); SO-SO-SHO-SO (syllable SHO), SOK, NOISE, BAG, ELEPHANT (word NOISE) The task is performed with increasing tempo. 5) “Say the opposite” (The speech therapist pronounces the syllable SA, and the child the syllable SHA, the speech therapist - SU, the child - SHU, etc.) Syllables are selected depending on which sound was defective.

2.Acoustic dysgraphia.

1. This type of dysgraphia manifests itself in the replacement of letters, phonetically similar sounds (voiced-voiceless, whistling-hissing, affricates and their components included in their composition (CH-T, CH-SH, C-T, C-S, etc. ), as well as in the incorrect designation of softness in writing (LUBIT-LOVES, KRUCHOK-HOOK, PEN-PEN). Work on the development of phonemic perception should be based on the differentiation of pairs of sounds that are similar in the characteristics indicated above. At the initial stage, work must be carried out. on distinguishing sounds and letters. Distinguishing sounds is practiced in pairs (For example, the sounds T-D. First, each of the sounds is practiced separately (first T, then D), then exercises are given to distinguish these two sounds in syllables, words and sentences ( the sounds T and D are present in one word at the same time). With this type of dysgraphia, a task to search for differentiated letters in the text of a newspaper or book, for example, in the first paragraph you need to find and underline the letter T, and in the second paragraph - the letter D. Then. the task becomes more difficult. Children are asked to circle the letter T and underline the letter D. As children learn and maintain interest, this task can later be offered to be performed at speed.

3.Dysgraphia due to impairment of language analysis and synthesis.

This type of dysgraphia manifests itself in omissions and rearrangements of letters and syllables, not writing the ends of words, writing extra words in a sentence and syllables in words, repeating letters or syllables in words, writing syllables of different words in one word, writing prepositions together, writing separately consoles. This is the most common form of dysgraphia in children with written language impairment. Correction of this form of dysgraphia includes three areas:

a) sound analysis and synthesis,

b) syllable analysis and synthesis,

c) analysis and synthesis at the sentence level.

Games and play exercises

1) “Come up with a word for the given sound.” This exercise should be constantly used as you become familiar with sounds and letters in a certain sequence.

1. 2) “What sound is missing?” (lu. (k) - onion, su. (p) - soup, (sh).uba - fur coat, ra. (m)a - frame), etc.

3) “Choose pictures whose names contain the given sound”

1. 4) “Name all the sounds in the word in order” (n, o, s = nose; r, y, b, a, w, k, a = shirt)

5) “Name only the vowel sounds in the word” (music - u, y, a)

6) “Name only consonant sounds in the word (bag -s, m, k)

7) “Words” - children are asked to come up with a new word based on the last sound of the previous word (nose-juice-cat-tanks-games, etc.)

8) “Word chains” - coming up with a new word on the last syllable of the previous one (stick-boar-can-Katya, etc.)

9) “Telegraph” - dividing words into syllables, pronouncing each syllable and tapping each syllable on the table with your hand. (ma-shi-na, u-lit-ka, ra-ki, house), etc.

1. 10) “Make a word from sounds” (d, o, m = house, m, a, m, a = mother, etc.)

11) “Make a word from syllables” (u-li-tsa = street, ma-li-na = raspberry), etc.

12) “Gather a word from sounds” (s, n, o = nose, x, y, m, a = fly), etc.

13) “Assemble a word from syllables” (gi, books = books, sa, La, ri = Larisa, etc.)

14) “Come up with a sentence” (the word “boat” - The fisherman is sitting in a boat.) As you master the material, the task can be complicated: make up a sentence of only two (three, four words); name all the words in a sentence in order, then separately; name the position of the word in relation to other words, using prepositions: FOR, BEFORE, BETWEEN; name the “neighbors” of the desired word.

15) “Who has a longer sentence” - increasing the number of words in a sentence with subsequent analysis. (Mom bought vegetables. - My mother bought vegetables. - My mother bought delicious vegetables. - My mother bought delicious fresh vegetables. etc.)

16) “Find the longest and shortest word in the sentence”

(dividing words into syllables and highlighting the preposition - Sand is being transported by car. ON-preposition (short word), ma-shi-not the longest word in the sentence - three syllables).

17) “Make a sentence from words” (on, boy, bicycle, rides = The boy rides a bicycle.)

4.Agrammatic dysgraphia.

This type of dysgraphia is associated with underdevelopment of the grammatical structure of speech. Agrammatisms in writing occur at the level of words, phrases, sentences and text. Agrammatic dysgraphia manifests itself in incorrect spelling of the endings of words, in the inability to coordinate words with each other, word formation and inflection suffer, difficulties arise in the syntactic structure of speech, which manifests itself in errors when creating constructions of complex sentences: omissions of sentence members, violation of the sequence of words in sentences.

Games and play exercises

1. 1) “One-many” - the formation of singular and plural forms of nouns (table-tables, doll-dolls, window-windows, etc.

2) “He-they” - formation of plural present tense verbs (build-build, play-play, etc.)

3) “Say a word” - the formation of past tense verbs masculine, feminine and neuter singular and plural (The boy entered the house. (went in). The girl entered the class. (went in). The sun was behind the forest. (set).

1. 4) “Name it affectionately”, “Big-small”, “Name the baby” - the formation of nouns with diminutive suffixes (fox-fox, hare-bunny; wardrobe-locker, bed-crib; cat-kitten-kittens, wolf- wolf cub, etc.) 5) “Whose object?”, “Whose tail?” - formation of possessive adjectives (mother’s dress - mother’s dress, grandfather’s book - grandfather’s book; hare’s tail - hare’s tail, bear’s tail - bear’s tail, etc. .)

6) “What is it made of?” - formation of relative adjectives (wooden house - wooden house, cherry compote - cherry compote, iron nail - iron nail and

7) “Beads” - agreement of adjectives with nouns in gender and number. The more words, the longer the beads. (snow (what?) - white, fluffy, cold, soft, wet, sticky, etc., snowflakes (what?) - white, light, carved, beautiful, etc.; window (what?) - large, bright, clean etc.)

8) “One-two-five” - agreement of numerals with nouns in gender, number and case (one house - two houses - five houses; one door - two doors - five doors, one window - two windows - five windows, etc. )

9) “Who is bigger?” - dissemination of proposals by homogeneous members (Masha has a red apple. Masha has a red, tasty, ripe, big apple.) The child who wins

comes up with the longest sentence.

10) “Great” - the formation of nouns with augmentative suffixes (hand-hand, wolf-wolf, house-house, etc.)

11) “Guess the word-action that your friend was planning” - the formation of reflexive verbs (u-went, u-flew, u-sailed, etc.; came, brought, drove, etc.) One child names the prefix (the initial part of the word) and performs a demonstration of the action, the other child must guess what word his friend guessed.

12) “Complete the sentence” - composing sentences with opposition (We wanted to watch cartoons, but our TV was broken.) and complex sentences with subordinate tenses (We watched cartoons when the TV was repaired.) 13) “Say the opposite” - formation of antonyms ( good - evil, joy-sorrow, big-small, thick-thin, screams-silent, etc.) 14) “Come up with a sentence based on the picture” - the use of prepositional case constructions with prepositions IN, ON, IN FRONT, ABOUT, FOR, ABOVE ,UNDER (The bird sits in a cage. The bird flies behind the cage. The bird sits on the cage. The bird flies under the cage. The bird flies above the cage. Etc.)

1. 5.Optical dysgraphia.

It is based on the immaturity of visual-spatial representations and visual analysis and synthesis. All letters of the Russian language consist of elements: sticks, ovals, semicircles and some other specific elements. These elements are combined in space and form letter signs. Some children do not recognize the subtle differences between letters, which leads to them being represented incorrectly. When becoming familiar with letters, typing them and mastering reading, every child goes through a natural stage of trial and error. It lasts for a certain period: from several days to six months. During this period, the child may make mistakes. Adults should not scold him for mistakes, but should help him cope with this new type of activity for him and do everything so that the process of learning to read and write evokes in the child only positive emotions and pleasure, the joy of learning new things.

But, if this process is delayed and adults notice that by the time the child enters school, the child still writes (prints) letters in mirror images and confuses them with each other, it is necessary to seek the help of a speech therapist before entering first grade.

Games and play exercises.

1) Draw, trace, paint, shade letters, fold letters from counting sticks, sculpt letters from plasticine, lay out letters from beads, assemble letters from the parts-elements that make up the letters, lay out letters from cereals on a plate, sculpt them from plasticine.

2) Memorize short poems about letters, which describe the elements of letters (Letter B with a large belly, in a cap with a long visor.)

3) Guessing the letter by writing in the air, on the table, on the child’s palm.

4) Pronounce the letter writing pattern: (For example, the letter H - two long vertical sticks - backs, a crossbar - a mattress, it turns out to be a crib).

5) Coming up with the names of objects that the letter resembles (F - for a beetle, D for a house, A - for a roof, L - for a hut, etc.)

6) “Complete the letter” (The child is asked to recognize the letter without any one element, complete it and name it.)

7) “Superimposed images” - (The child is asked to recognize and name letters whose images are superimposed on one another)

8) “Noisy images of letters” (The child is asked to recognize the shaded letters, name and write them down).

9) “Find the mistake and correct it” (The child is offered correctly and incorrectly written letters. The child finds incorrectly written letters and corrects them

their writing.)

At the same time, with this type of dysgraphia, it is necessary to develop the child’s attention using exercises for visual-spatial coordination.

Games and play exercises to develop visual-spatial coordination

1) Compare two pictures and find the differences, using the words when comparing: left, right, above, below, near, behind, in the upper left corner, etc.

1. 2) Go through the labyrinth.

3) Draw in the missing details of the objects.

4) Continue the pattern.

1. 5) Remember and name the objects, draw them on a piece of paper.

Each speech therapist teacher has his own games, game exercises, and game tasks in his arsenal, which help when working on the prevention of various types of dysgraphia in preschoolers. But you need to remember that all exercises should be varied and carried out in a playful way so that the child does not lose interest in the activities. It is necessary to use a lot of speech games and tasks, competitions, which children really like and will bring interest into any activity, which is the main condition for the successful correction of dysgraphia.

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Plan

I. Relevance

1. Optical dysgraphia

a) Identification of the prerequisites for optical dysgraphia
b) Elimination of prerequisites for optical dysgraphia

2. Games to prevent optical dysgraphia in preschool age

II. Conclusion

III. Literature

I. Relevance

Dysgraphia “begins” not at school, but much earlier: in preschool-age children. It is at this age that it is possible to identify the prerequisites for dysgraphia, which will inevitably appear in children when they begin school if preventive measures are not taken.

Impaired written language negatively affects children's school performance, increases the time it takes them to master the school curriculum, and causes children to have a negative attitude towards the learning process.

A sufficient level of development of optical-spatial concepts is a necessary condition for the assimilation of visual images of letters and, especially for the differentiation of letters that are similar in outline. However, for many children, by the time they start school, these functions remain not fully formed, which leads to the appearance of optical dysgraphia.

1. Optical dysgraphia

A survey of children in preparatory groups showed that approximately 44.5% of children have prerequisites for optical dysgraphia (of which 26.7% are associated with difficulties in lateralization).
Optical dysgraphia does not depend on the state of oral speech and can occur in children even with the highest level of its development. This type of dysgraphia is based on a completely different “weak link”: insufficient development of visual-spatial concepts (that is, ideas about the shape and size of objects and their location in space in relation to each other) and visual analysis and synthesis. It is this lack of formation that should be considered as an obvious prerequisite for optical dysgraphia.

At school, optical dysgraphia manifests itself as a child’s difficulty in assimilating visual images of letters, many of which seem similar to him

– replacement of letters consisting of the same number of identical elements (I and Sh, C and Shch, P and T, A and M), or similar, but differently located elements in space (V and D, B and D, Sh and T);
– not adding letter elements;
– “mirror” image of letters.

a) Identification of the prerequisites for optical dysgraphia

One of the simplest ways to identify the development of a child’s visual-spatial concepts is to check his understanding of the meaning of prepositions denoting the location of objects in space in relation to each other. You can do this as follows:

Task 1. Ask the child to show where the pencil is on the books, where under the books, and where in the book. Or invite him to put it under the book, on the book and in the book.

Task 2. Now you can change the nature of the questions. Ask the child to take a pencil from a book, from under a book, from a book.
Difficulties in completing these two tasks will indicate insufficient development of the child’s visual-spatial concepts, expressed in a lack of understanding of the location of objects in space in relation to each other.

Task 3. This task allows you to identify the correct orientation of the child in the right and left sides of space.
a) Place the pencil to the right of the book and ask the child to do the same with his pencil. It is quite possible that he will put his pencil on the left, that is, he will reproduce the location in space of these two objects “in a mirror”.

b) Fold two pencils in the form of a printed letter “G” and ask the child to do the same with his pencils, and then fold the letter “I” in the same way. The mirror performance of these tasks will indicate difficulty in differentiating the left and right sides of space.

Task 4.

a) Ask the child to say how (what details) two similar vases differ from each other. To find all these rather small differences, the child must have a fairly developed visual analysis.

b) Invite the child to put together an object using children’s cubes according to the pattern. To complete this task, the child must be able to synthesize individual parts into a whole object.

Difficulties in completing at least a few of the above tasks by a child of senior preschool age will indicate that his visual-spatial concepts and visual analysis and synthesis are not fully formed, and therefore the presence of obvious preconditions for optical dysgraphia. These prerequisites must be eliminated before school begins.

Practice convinces us that if preventive work on optical dysgraphia and dyslexia is carried out in preschool age, then at school age children do not need speech therapy help. This means that everything possible must be done to “remove” the prerequisites for optical dysgraphia and dyslexia before starting school.

b) Elimination of prerequisites for optical dysgraphia

Prevention of optical dysgraphia consists in eliminating its identified preconditions, and should be aimed at overcoming the lag in the development of visual-spatial concepts and visual analysis and synthesis in the child.

Development of ideas about the shape and size of objects

1. Exercise. Pointing to a square (or triangle, oval, etc.) located in the top row, ask to find the same figure in the bottom row. Continue doing this work until the child has mastered all the geometric shapes and their names.

2. Exercise. Ask to see a large, small and medium apple, as well as two apples of the same size. Then, pointing to each apple in turn, ask them to name their size (large, medium, small, medium). Finally, pointing to two apples of the same size, try to get the corresponding verbal designation (“same”) from the child.

3. Exercise. Similarly, we compare objects by height, thickness, length, width and assign the corresponding verbal designations “thick - thin”, “high - low”, “long - short”, “wide - narrow”.

(11-27 SLIDES)

2. Games to develop a child’s visual-spatial concepts and visual analysis and synthesis

Working on spatial prepositions

A special section is work on spatial prepositions. With the help of which the arrangement of objects in space in relation to each other is expressed. First of all, you need to explain in an accessible form (using real objects and pictures) the semantic meaning of the main prepositions.

(29-32 SLIDES)

Games to strengthen the skills of using prepositions correctly

Orientation in the right and left sides of space

A very important indicator of whether a child’s spatial concepts are formed or not is his ability to navigate the right and left sides of space. In this regard, it is necessary to ensure that before the start of school the child can easily perform the following exercises.

1. Exercise

Ask the child to raise his right hand up. If he performs this task correctly, ask him to show his left eye with his right hand, his right ear with his left hand, and his left leg with his left hand. If there are difficulties in performing these tasks, it is necessary to achieve a clear orientation of the child in the right and left sides of his body.

2. Exercise

Work on ensuring that the child learns to navigate the right and left sides of the surrounding space in relation to himself (the ability to determine to the right or left of him various objects located in the room.

3. Exercise

Stand opposite the child and ask him to show first his right hand, and then yours, his left eye, and then yours, etc. After that, give the child a toy and ask him to show his right or left hand to the parsley. This task is the most difficult, and often it becomes accessible only to primary school children. Nevertheless, you need to gradually achieve its correct implementation.

Successful completion of exercises No. 1 – 3 will give the child the opportunity to avoid “mirroring” in the image of letters and numbers. However, to finally achieve this goal, it is also necessary to teach him, purely practically, to correctly navigate on a sheet of paper - start writing letters or numbers from the upper left corner and fill out the line in the direction from left to right. In addition, the elements of printed letters familiar to the child must be written from top to bottom, and not vice versa, and each element to any specific letter must be assigned only to the right (for example, the letter Yu you can’t start writing from an oval).

(35-37 SLIDES)

Games for orienting the right and left sides of space

(38-40 SLIDES)

Recognition of letters in difficult conditions

If a preschool child is already familiar with printed letters, then it is very useful to practice him in performing the following tasks: Name letters that are similar in design, shaded, unfinished, superimposed on each other, unusually located, etc.

All these tasks are carried out in the form of a game; they will help the child create stable images of letters in his imagination, despite any “interference.” This will be the best way to prevent optical dysgraphia.

(41-54 SLIDES)

Games to prevent optical dysgraphia

II. Conclusion

The proposed exercises and games contribute to the development of visual gnosis and the formation of spatial concepts. One of the priority tasks of speech therapists and teachers is the timely identification, prevention and correction of optical dysgraphia, which will prevent errors from spreading to the primary level of school.

III. Literature

1. Paramonova L.G. Prevention and elimination of dysgraphia in children. – St. Petersburg, “Union” 2001. 2. Speech therapy/Ed. L.S. Volkova, S.N. Shakhovskaya. – M.: Vlados, 1998.
3. Milostivenko L.G. Methodological recommendations for preventing reading and writing errors in children (From work experience)
4. Yaremenko B.R., Yaremenko A.B., Goryainova T.B. Minimal brain dysfunction in children. – St. Petersburg: Salit-Dean, 1999. 4. festival.1september.ru, 2013.

Author: Likhanova Nina Leonidovna, teacher-speech therapist MDOBU TsRR-DS No. 12 “Fidgets”, Tynda, Amur Region.
The problem of reading and writing disorders has been considered for more than a hundred years, but is still one of the most relevant and complex in speech therapy, as it is a very common phenomenon (Belgium - 5%, Britain - 4%, Greece - 5%, USA - 8 .5%).
For the first time, A. Kussmaul pointed out reading and writing disorders as an independent pathology of speech activity in 1887.
Currently, the problem of overcoming writing and reading impairments is being addressed by R.I. Lalaeva, V.I. Gorodilova, M.Z. Kudryavtseva and others, further development and intensive accumulation of information and experimental data continues, making it possible to determine the causes and pathogenesis of dysgraphia and dyslexia, and to improve the system of correctional work.
Some researchers and teachers pay attention to the increasing role of preventive work to prevent writing and reading disorders in children: Yu.F. Garkusha, T.N. Korotkova, M.G. Milistivenko, G.V. Babina, N.A. Grasse.
Optical dyslexia and dysgraphia consist in the failure to recognize letters as generalized graphic signs of the corresponding phonemes, i.e. letters are not recognized as graphemes. The child can see and copy letters, but does not recognize them, i.e. does not correlate them with specific sounds. The main reason for non-recognition of letters is inaccurate, unclear perception of them, instability of ideas about them, i.e. optical dyslexia and dysgraphia are caused by instability of visual impressions and ideas. To learn to read and write, one needs vision for letters—letter gnosis. A letter differs from any other drawing primarily in its convention; it is in no way connected by design with the sound that it denotes. “It is not a letter as a picture bearing the name of the corresponding sound, but a grapheme - a graphic representation of a phoneme - that constitutes the unit of reading and writing,” noted R.E. Levina.
I present games designed to prevent or correct optical dysgraphia and dyslexia. The material can be used by speech therapists, preschool teachers, and primary school teachers as part of educational activities and in organizing individual correctional work for the prevention or correction of optical dysgraphia.
I designed these games through the Phonoshop program. I found the pictures freely available on the Internet. Phonoshop is very convenient for designing various visual materials. With its help, I design visual aids for conducting educational activities, information stands for parents, games and manuals for children.

"The letter hid"

Target:
Tasks:
Correctional educational
Correctional and developmental: development of fine motor skills, coordination of fine hand movements, creative imagination.
Educational: formation of independence, initiative.

Progress of the game:
The child is asked to recognize the letter from its individual elements and name it.
Game situation: “In one magical forest, there lived fairy fairies. They were very cheerful and playful. They invite you to play their favorite game. Shall we play? Fairies and their friends hid letters from you, name them? Type the letters you found."
At the initial stages of teaching, I offer letters of two colors: vowels - red and black - consonants, later the task becomes more complicated - the child is offered all the letters of the same color.

"Noisy Letters"

Target: formation of letter gnosis in children.
Tasks:
Correctional educational: consolidate children’s knowledge of the letters of the alphabet, improve their typing skills.
Correctional and developmental
Educational: building self-confidence and initiative.

Progress of the game:
The child is asked to recognize the letter by the outline located behind the outline images of various objects.
Game situation: “The fairies again hid the letters behind the contours of various objects, but you will solve their riddle again, right? Find which letter the Fairies hid? Trace it with your finger and write it on a piece of paper.”

“Help teach a lesson at the Forest School”

Target: formation of letter gnosis in children.
Tasks:
Correctional educational: improving the skill of reading syllables, words, and typing skills.
Correctional and developmental: development of fine motor skills of the hands, coordination of fine movements of the hand, creative imagination.
Educational: building self-confidence, empathy, desire
help.

Progress of the game:
The child needs to guess from the elements of the letters which syllable or word is written on the card.
Game situation: “In a forest school, the teacher prepared a task for the children, writing it on the board, but someone joked and erased half of the letters. Help restore the syllables and words that the teacher wrote.”

Train game

Target games: strengthening the skill of syllable reading.
Tasks:
Correctional educational: development of phonemic hearing, formation of sound analysis and synthesis of words.
Correctional and developmental: development of creative imagination.
Educational: building self-confidence.

Progress of the game:
The child is asked to use the letters in the carriages to form a word that is in the locomotive.
Game situation:
Chug-chug-chug! The train is rushing at full speed!
The SOVA locomotive carries the entire train,
From the trailers the word OWL
You make it up!

1. Efimenkova L.N. Correction of oral and written speech of primary school students - M., 2001
2. Lalaeva R.I. Speech therapy work in correctional classes - M., 1998
3. Lalaeva R.I. Reading disorders and ways to correct them in younger preschoolers
– St. Petersburg, 1998
4. Milostivenko L.G. Methodological recommendations for preventing reading and writing errors in children - St. Petersburg, 1995
5. Sadovnikova I.N. Impairments of written speech and their overcoming in younger schoolchildren - M., 1997
6. Reader on speech therapy / ed. Volkova L.S. T2 - M., 1997
7. Yastrebova A.V. Correction of speech deficiencies in secondary school students - M., 1997
8. Yastrebova A.V., Spirova L.F., Bessonova T.P. To the teacher about children with speech impediments - M., 1996

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Transcript

1 Langepass city municipal autonomous preschool institution “Kindergarten of a combined type 9 “Sun” Dysgraphia. Prevention of dysgraphia in preschool children. Prepared by teacher-speech therapist Stepanova Guzel Gumerovna, Langepas, 2016.

2 Prevention of dysgraphia in preschool children Analysis of speech therapy literature and the results of practical activities have shown that the process of writing and reading is closely related to the activity of all areas of the cerebral cortex, although the role in these types of mental activity is not the same. Considering the complexity of the mechanism of writing and reading, as well as the importance of preschool age in preparing a child for school, it is advisable to begin the formation of the prerequisites for writing and reading in preschool age. Writing operations according to A.G. Luria: 1. Analysis of the sound structure of a word (the sequence and place of each sound in the word is determined). 2. The relationship between a phoneme (sound) isolated from a word and a certain visual image of a letter, which must be differentiated from all others, especially from graphically similar ones. 3. The motor operation of the writing process is the reproduction of a visual image of a letter using the hand, while kinesthetic control is simultaneously exercised. In the written works of schoolchildren, there are specific, persistent writing disorders that show dysgraphia. Dysgraphia is a specific disorder of written speech, manifested in numerous typical errors of a persistent nature and caused by the immaturity of higher mental functions involved in the process of mastering writing skills. Causes of dysgraphia: 1. Heredity (direct inheritance, or use of toxic and narcotic substances). 2. Organic disorders of the central nervous system. (aphasia, dysarthria). 3. Social reasons: incorrect speech of others, bilingualism in the family, inattention of parents to the child’s speech, lack of speech contacts. Children with mental retardation, cerebral palsy, MMD, visual impairment, hearing impairment, and speech underdevelopment may have writing impairments. How to determine whether a child needs help from a speech therapist? And if, due to various circumstances, there is no specialist and a teacher or parent cannot receive qualified advice. How to help a child in this situation? First, it is necessary for the parent to know which errors are specific, dysgraphic. Classification of dysgraphic errors. Acoustic dysgraphia (based on phoneme recognition, differentiation of phonemes) The cause of this type is a violation of differentiation, recognition of close speech sounds. In writing, this is manifested in the replacement of letters denoting whistling and hissing, voiced and deaf, hard and soft (b-p, d-t, z-s, v-f, g-k, zh-sh, ts-s, ts -t, h-sch, o-u e-i).

3 Articulatory-acoustic dysgraphia The cause of this type of disorder is incorrect pronunciation of speech sounds. The child writes words the way he pronounces them. That is, he reflects his defective pronunciation in writing. The child replaces letters corresponding to phonetically similar sounds (voiced-voiceless, sibilant hissing, affricates and components included in them), and also incorrectly indicates the softness of consonants in writing (“lubit” instead of “loves”, “pismo” instead of “letter”) . Dysgraphia due to disorders of language analysis and synthesis. Errors caused by immaturity of phonemic processes and auditory perception Manifest at the word level and at the sentence level. The reason for its occurrence is difficulty in dividing sentences into words, words into syllables, sounds. Typical errors in writing: 1. omission of vowels; all-hanging, room-room, harvest-harvest; 2. omissions of consonants: komata-room, wey-all; 3. omissions of syllables and parts of words: arrow lines; 4. replacement of vowels: food-food, sesen-pine, light-light; 5. replacement of consonants: tva-dva, rocha-grove, uroshay-harvest, bokazyvaedshows; 6. permutations of letters and syllables: onko-window; 7. underwriting letters and syllables: through-through, on a branch-on branches, dictation; 8. building up words with extra letters and syllables: detiti-children, snow-snow, dictation-dictation; 9. distortion of the word: malni-small, teapot-thicket; 10. continuous writing of words and their arbitrary division: two-two, clock-strike, in all-all; 11. inability to determine the boundaries of a sentence in a text, writing sentences together: Snow covered the entire earth. White carpet. The river is frozen and the birds are hungry. Snow covered the entire earth with a white carpet. The river froze. The birds are hungry. 12. violation of mitigation of consonants: big-big, just-only, sped off-rushed off, mach-ball. Optical dysgraphia. Errors caused by immaturity of visual recognition, analysis and synthesis, and spatial perception. The reason for this is the immaturity of visual-spatial functions. It manifests itself in substitutions and distortions in writing of graphically similar handwritten letters (i-sh, p-t, t-sh, v-d, b-d, l-m, e-s, etc.). 1. replacement of letters that differ in different positions in space: sh-t, d-v, d-b; 2. replacement of letters that differ in different numbers of identical elements: i-sh, ts-sch; 3. replacement of letters that have additional elements: i-ts, sh-shch, p-t, x-zh, l-m;

4 4. mirror spelling of letters: s, e, yu; 5. omissions, extra or incorrectly located elements of letters. Agrammatic dysgraphia. Errors caused by the immaturity of the lexico-grammatical aspect of speech: The cause of occurrence is the underdevelopment of the grammatical structure of speech. In writing, it manifests itself in changes in case endings, incorrect use of prepositions, gender, number, omission of sentence members, violations of the sequence of words in a sentence, violations of semantic connections in a sentence and between sentences 1. violations of word agreement: from a spruce branch - from a spruce branch, grass appeared -grass appeared, huge butterflies, huge butterflies; 2. violations of control: in the branch - from the branch; rushed to the thicket, rushed into the thicket, sitting on a chair, sitting on a chair; 3. replacing words based on sound similarity; 4. continuous writing of prepositions and separate writing of prefixes: groshche-in the grove, wall-on the wall, on the booze-swollen; 5. missing words in a sentence. Having determined the type of violations of the writing process, you can outline the main directions of work with the child. If the teacher sorts out these problems in time and sends the child to a specialist, then timely corrective measures can make life much easier for the little schoolchild. But, unfortunately, much more often such a child gets to a specialist only after the whole complex of pedagogical influence, which would be good for a schoolchild with ordinary problems. Preventive work to prevent writing impairment is also important. Corrective and preventive work is carried out with children who have an increased risk of dyslexia and dysgraphia, which should be comprehensive and involve the participation of a psychologist, speech therapist, educators, and parents. It is necessary to carry out targeted special work on the development of mental functions and processes that ensure mastery of reading and writing, the formation of written speech itself as a special type of sign activity. Thus, the content side of readiness to master reading consists of groups of skills: linguistic (the ability to operate with various linguistic units at the level of words, sentences, connected text; the ability to compare words, abstracting from their objective meaning, etc.), sensorimotor (the ability to isolate and operate with spatial features objects, the ability to operate with temporal concepts in practical activities, etc.), gnostic (the ability to quickly and clearly recognize and differentiate visual images, the ability to quickly and clearly recognize and reproduce auditory images (words, rhythms, etc. ), semantic (the ability to establish the simplest cause-effect and temporal relationships, carry out semantic forecasting, etc.). Children at risk need to individualize the pace and techniques of learning to read and write. The system of preventive measures should include measures to eliminate or minimize risk factors.

5 Type of dysgraphia What causes Errors Correction paths 1 Acoustic Impaired phoneme recognition (difficulty in auditory differentiation of speech sounds) 2 Articulatory-acoustic 3 Due to immaturity of analysis and speech synthesis Defects in sound pronunciation (primarily complete sound substitutions) Difficulty in determining the number and sequence of sounds in a word 4 Optical Underdevelopment of optical-spatial representations and visual analysis and synthesis 5 Agrammatic Immaturity of grammatical systems of inflection and word formation swollen (swollen) holonna (cold) zapikat (squeak) diti (children) cola (bark) caska (porridge) Shyotki (brushes) Lights (flowers) to m (house) katn (painting) kg (books) dikant (dictation) birds (birds) (undercounting of the number of identical elements of letters) pisha (food) (undercounting of an additional element) lina (moon) (mixing of superscript and subscript elements) and on the table under the beds of the chairs he did Work on the differentiation of sounds over Production of sound, automation, differentiation from a previously replaced sound Exercises in sound and syllabic analysis and synthesis of words Elimination of underdevelopment of the visual-spatial sphere Formation of grammatical systems of inflection and word formation Prevention of dysgraphia and dyslexia in preschoolers One of The necessary conditions for preventive action are early recognition of warning signs of speech underdevelopment. Taking into account the mechanisms of reading and writing impairments presupposes a pathogenetic principle of correctional work. It is important to check the child’s state of auditory differentiation of speech sounds no later than 3-4 years. If it is difficult, then it is necessary to begin to develop it. This work must be completed before literacy training begins.

6 It is necessary to overcome sound substitutions in speech, to form kinesthetic images of sounds, so that during internal pronunciation there is a reliance on the correct articulation of sounds. Correction of syllable structure disorders is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren. Carrying out more in-depth work on analyzing speech flow in kindergarten. Formation of strong grammatical stereotypes in children. Which are the starting point for the child’s gradual mastery of the grammatical norms of the language. Development of visual-spatial concepts. Development of speech and formation of skills of arbitrary analysis and synthesis of linguistic units (development of coherent monologue speech, ability to make judgments and inferences; improvement of lexico-grammatical and phonetic formatting of speech). To solve the main problems of prevention, the entire environment surrounding the child must be “developmental”, that is, it must provide a sufficient number of auditory and visual impressions. Such an environment presupposes the presence of objects that can attract and hold the child’s attention and stimulate the development of his cognitive and mental activity. Carefully selected “educational” toys, and later games, can be of great help in this. An important role in this regard is played by warm emotional communication with the child from the adults around him. Particular attention in the preschool period should be paid to the full development of oral speech, since it is precisely this that is the main basis on which written speech will be built in the future. Here are some types of exercises: to develop auditory perception, games and tasks are used that aim to develop auditory attention: Guess who it is, “Let's listen to the silence”, “What's on the street”; skill in determining the direction of sound: Where they called, Blind Man's Bluff with a voice; distinguishing between the strength and volume of sound: Quietly loud!. It is necessary to develop a sense of rhythm in the child, teaching him to repeat a given rhythmic pattern (clapping, tapping), and compare series of beats presented sequentially. During such exercises, the child’s speech and non-speech auditory perception develops. to develop phonemic hearing, a child should be taught to select pictures that correspond to words and begin (or contain) a given sound; distinguish individual sounds from a number of other sounds. development of visual perception: drawing up a picture cut into parts; design according to a model, according to provision (for example, from sticks); naming objects based on their contours, completing the drawing of unfinished objects, naming crossed out images; highlighting subject images superimposed on each other; determining what the artist drew incorrectly. motor-motor development includes the formation of gross and fine motor skills, the development of general motor skill (motor memory, switchability of movements).

7 formation of tactile and kinesthetic sensitivity of the fingers and hands: finger pool a box filled with loose filler with an unusual texture (for example, semolina, buckwheat, peas, rice or beans). Using this device, you can teach children to find an object and determine its shape without connecting a visual analyzer. In conclusion, I would like to draw the attention of parents to the fact that if a child does not distinguish some speech sounds by ear (it can be tested starting from the age of two), if after five years there are sound substitutions in his oral speech, and after four years agrammatisms still persist, if at five or six years old he does not master the simplest forms of sound analysis or shows unformed visual-spatial representations, he will not be able to master full-fledged writing. For this reason, it is very important for parents and teachers of preschool institutions to take a close look at the child even in preschool age, taking into account the “parameters” listed above. If at least one “weak link” is identified, everything possible must be done to correct it in a timely manner, and therefore to prevent dysgraphia. References: 1. Kornev A.N. Reading and writing disorders in children. - St. Petersburg: Speech, p. 2. Loginova E.A. Writing disorders. Study guide. / Ed. Volkova L.S. - St. Petersburg: Childhood-Press, p. 3. Fundamentals of the theory and practice of speech therapy. / Ed. R.E. Levina - M.: Enlightenment, p. 4. Paramonova L.G. Prevention and elimination of dysgraphia in children - St. Petersburg: Union, with “I’m not to blame” (Eremeenkova A.A.) 6. Kovalenko, O.M. Correction of written speech disorders in primary school students: educational and methodological manual / O.M. Kovalenko.-M, 2008. 7. Drozdova N.V., Zaitseva L.A., Khabarova S.P., Kharitonova E.A. Disorders of oral and written speech: educational method. manual Mn.: Educational institution "BSPU", 2003.

8 Task: name the letters crossed out with additional lines. Task: complete the missing elements of the letters.

9 Find the hidden letters "B". Circle them. Add the missing letter element to make the letter B.

10 Speech therapy work to prevent dysgraphia is carried out in stages throughout the entire educational process. Stage I. Development of visual attention and memory The goal of this stage is to develop stability, switchability, increase memory and attention. To achieve the goal, you can use the following games: “What did you change?” (fixation of changes in the arrangement of several objects). “Remember” (memorizing images of two to five objects). “Assemble a pyramid” (memorizing the order of rings on a pyramid). “Find a figure” (selecting from a set of given geometric figures). “Find the differences” (identifying differences in two object pictures). “What happened where?” (memorizing the location of objects on the plane at the top, in the center, in the upper right corner, etc.). “Find a picture” (selecting from many pictures on a specific topic) “Find the same shapes” (classification of geometric shapes: by color; by color and shape). “Color the shapes” (coloring given shapes from a set). Stage II. Development of visual-motor coordination The task of this stage is to develop the sensations of articulatory postures and movements, and the development of fine motor skills of the hands. 1. Perform articulation exercises with eyes closed. 2. Alternating articulation exercises with open and closed eyes. 3. Motor exercises with a ball, flag, etc. 4. “Drawing” in the air with your hand. 5. Finger gymnastics. 6. Written exercises in a notebook: tracing contours using a stencil, coloring, etc. Stage III. Formation of ideas about the schemes of the face and body At this stage, the concepts of “right to left”, “up and down” are given, and the scheme of the face and body of the child and the child sitting opposite is analyzed. Contour and silhouette images and noisy objects are studied. “Say it correctly” (determining the sides of the child’s own body and that of the other one sitting opposite). "Do as I do", "Mirror"

11 “What’s missing?” (identification of the missing parts of objects. Such games can be for each lexical topic) “Complete the half” (complete the right or left half of the picture) “Mailbox”, “Magic bag”, “Collect the picture” (cubes or pictures cut horizontally and vertical lines). “Listen and follow” (follow instructions: raise your right hand up; show your right eye with your left hand, put a pencil to the right of the cube, etc.). Stage IV. Development of sound-syllable analysis, sense of rhythm At this stage, auditory-motor coordination and the ability to rhythmically clap or tap are developed; We introduce children to the rhythm pattern. 1. “Clap, walk the word” (pronouncing names syllable by syllable). 2. Reproduction of a certain rhythm according to a pattern. 3. “How many parts?” (determining the number of syllables in a word). 4. “Name the vowel sound” (emphasizing vowel sounds). 5.Acquaintance with the scheme of words and syllables. 6. Designation of syllables with chips. 7. “Say one syllable more than I do” (building up syllables). V stage. Development of spatial concepts 1. Construction from sticks according to a model, memory. 2. Laying out the mosaic according to the pattern. 3. Constructing objects from sticks using your imagination. 4. “Geometric Lotto” (construction from sets of geometric shapes) 5. Construction of letters and numbers from sticks, cereals, letter elements. 6. Determination of a correctly depicted letter or number among incorrectly written, noisy ones, etc. 7. Completing the missing letter elements. 8. Reconstruction of letters by rearranging and adding elements. R F, G T, E E, I J, U X, b b, K Zh, R V 9. Use of prepositions (on, under, above, in, for) Development of hand-eye coordination, spatial analysis, sense of rhythm and etc. This is a necessary condition for preventing dysgraphia. The work should be carried out systematically and step by step, taking into account the psychophysical characteristics of children.

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