Articulatory-acoustic dysgraphia as a form of written speech disorder. Methodological recommendations "overcoming acoustic dysgraphia" Acoustic dysgraphia

Everyone knows that it is impossible to receive a full-fledged education if writing skills are not developed.

A person’s ability to write correctly is of great importance not only for successful study at school and for entering a higher educational institution, but also for a future career. This means a fairly high level of writing proficiency.

Recently, the problem of correction of dysgraphia, that is, prevention and correction of specific disorders of written speech, has become very relevant.

A speech therapist working at a school speech center has an important task - timely identification and prevention of reading and writing disorders.

Dysgraphia- this is a partial violation of the writing process, manifested in persistent, repeated errors due to the immaturity of the higher mental functions involved in the writing process.

What signs should primary school teachers watch out for in students’ oral and written language?

First of all - incorrect pronunciation of any sounds, because this is what can cause errors in reading and writing.

When a child learns to write, the following errors are a signal of dysgraphia:

Skipping letters and syllables, their rearrangements;
- adding letters and syllables;
- distortion of the graphic image of letters;
- mixing paired consonants (replacing B with P and vice versa);
- erroneous spelling of a vowel in the stressed position (valosy instead of volosy);
- persistent errors that do not disappear during the learning process.

Experience in working at a school speech center shows that dysgraphia is the leading speech disorder among public school students.

What could be the causes of dysgraphia?

First of all this mild speech underdevelopment (MSSD).

Very often, signs of general speech underdevelopment go unnoticed when identifying speech disorders in children entering school. Typically, dysgraphia, which is caused by a mildly expressed underdevelopment of speech, is revealed only in the process of learning to write. All this turns out to be a serious obstacle in mastering literacy, and later in mastering the grammar of the native language.

According to the nature of the formation of errors, dysgraphia is divided into types:

• Ungrammatical.
• Acoustic.
• Articulatory-acoustic.
• Dysgraphia due to impairment of language analysis and synthesis.

The school speech therapist most often has to deal with mixed types. But the predominant one is articulatory-acoustic dysgraphia.

Correction of articulatory-acoustic dysgraphia

It manifests itself in the fact that the child replaces letters corresponding to phonetically similar sounds (voiced-voiceless, whistling-hissing, affricates and components included in their composition), and also incorrectly indicates the softness of consonants in writing (“lubit” instead of “loves”, “ letter" instead of "letter").

To overcome this type of dysgraphia, you need to work on clear, dry differentiation of sounds that the student has difficulty distinguishing by ear. And until this skill is well developed, the child will continue to guess the letters denoting certain sounds.

Sound discrimination exercises:

Ask to come up with words with the sounds S and Sh.

Raise the letter S or Ш depending on its presence in the word you hear.

Laying out pictures containing these sounds under the letters S and W.

Written exercises in selecting the missing letter in a word (kry_a, kry_a - roof, rat).

When working to overcome articulatory-acoustic dysgraphia, special attention should be paid to the formation auditory differentiation of voiced-voiceless and hard-soft consonants. If a child does not have this skill, this will not only lead to letter substitutions when writing, but will also hinder the development of a number of grammatical rules of the Russian language.

For example, without distinguishing between hard and soft consonants by ear, a child will not be able to learn the rule for indicating soft consonants in writing. Or rather, he will be able to learn this rule, but not apply it, since he will always doubt whether or not to write a soft sign in this or that word.

To solve this problem, you can offer your child the following exercises:

Read the words, write down their diminutive meaning (day-days);
- read the words, write them in the singular (ate-fir, horse-horse);
- arrange the pictures into houses according to the presence of vowels written on the houses.

Similar exercises are carried out with voiced and voiceless consonants.

If a child does not distinguish between voiced and voiceless consonants by ear, it will be difficult for him to master the rule of spelling “dubious consonants” in the middle and at the end of words (for example, griB, mushrooms). The spelling rule for some prefixes will also be difficult (raspissal, scattered).

A prerequisite for working on auditory differentiation of sounds is use of writing exercises.

In conclusion, I would like to remind you that the success of a school speech therapist depends on close contact with the primary school teacher. The interaction of a speech therapist, parents and teachers contributes to effectively overcoming students' problems in mastering writing.

Selivanova Olga Gennadievna,
teacher-speech therapist, Ulyanovsk

Dysgraphia is a writing disorder manifested in the replacement or omission of letters, syllables, and words; combining words in a sentence or incorrectly separating them and other types. In simple terms, the child makes incomprehensible, repeated errors in writing, which cannot be corrected without special correctional work with a speech therapist.

Today, this disorder of written speech is increasingly found in children. According to studies, dysgraphia in children occurs in 80% of all cases among primary school students and in 60% among middle school students. Experts attribute this persistent form of speech disorder to the fact that many children entering first grade already have either a phonetic-phonemic disorder or general speech underdevelopment. Such violations do not allow the child to fully master literacy.

With a pronounced disorder of written speech, it is customary to talk about agraphia, i.e., a complete inability to write. Very often, writing impairment is accompanied by reading errors (dyslexia or alexia).

Types of dysgraphia

The classification of dysgraphia is carried out taking into account the immaturity of written skills and mental functions. The following forms of dysgraphia are distinguished depending on the violation of one or another operation of written speech:

Acoustic

This type of disorder is accompanied by a violation of phonemic recognition. A child may not distinguish vowels that are similar in sound, for example: o-u (golobi - doves), soft and hard consonants (shlapa - hat, cranberry - cranberry, lestr - chandelier, album - album), confuse voiced and unvoiced consonants (dictant - dictation , naztupila - stepped), hissing and whistling sounds (masina - car, eggplant - eggplant), complex sounds (affricates) with their components, for example: ts-s, ts-t, ch-t, ch-sch. With acoustic dysgraphia, the child pronounces the sounds themselves correctly and his hearing is preserved.

Optical

Optical dysgraphia in younger schoolchildren is associated with unformed visual and spatial concepts. It is usually celebrated in the second grade, when the child is already familiar with writing all the letters of the Russian alphabet.

• Children begin to add some extra elements to the letters: loops, sticks, hooks or subtract them, for example: p-t, l-m, b-d, i-u, o-a, i-sh, a-d;
• They confuse letters that are located differently in space (v-d, t-sh);
• They write letters in a mirror image (in the other direction) - this letter is typical for children who write with their left hand, as they can write letters, numbers and signs in any direction.

Ungrammatical

Agrammatic dysgraphia is determined by the imperfection of the lexical and grammatical aspects of speech. In this case, children cannot use many words correctly. For example, they are familiar with strawberries, they ate them, but in speech they rarely mentioned this word, unlike the word strawberry, so the word strawberry began to be replaced with strawberry. These children find it difficult to select antonyms and synonyms for words, describe objects, and name more than five actions that an object can perform.

In written work, we observe the imperfection of oral speech; if a child forms the plural form with errors (ears, trees, peni, sleeves), then he will write in exactly the same way.

Children with this type of dysgraphia will have problems in forming the diminutive form of nouns (nests, little goats), prefixed verbs (to lock - to lock, looked out - looked), relative adjectives (metal, leather, fur, and not mental, leather and fur), in the coordination of various parts of speech (a beautiful cup, the blue sea, the boy was going), in the correct use of prepositional-case constructions.

For example, “the boy was looking out of the tree,” “the car was driving on the road,” “there was a lamp hanging on the table.” With this type of dysgraphia, there are difficulties in constructing sentences that are complex in structure, omission of sentence parts, and violation of the sequence of words in it. Often such deviations occur in bilingual families, where parents speak different languages, and the child has to speak a foreign language in parallel with Russian.

Articulatory-acoustic

It occurs when a child has problems with sound pronunciation in oral speech. The child both speaks and pronounces words to himself when he writes them. For example, he does not clearly pronounce the sounds s, z, z, which means he can easily write not “funny hare”, but “funny hare”.

If in oral speech a student replaces the sound r with l, then when writing he can also do this, since children with this disorder, in addition to problems with sound pronunciation, have imperfect phonemic recognition, as in acoustic dysgraphia.

Some live examples of the errors described above from my practice:

Dysgraphia due to underdevelopment of language analysis and synthesis

This type of dysgraphia is very common in children's work; it is associated with imperfections in processes such as perception, analysis and synthesis. It is difficult for a student to determine whether a certain sound is in a syllable or a word or not, to name its place in a word, to indicate it with a number, to name all the sounds in a word sequentially. For example, not [g, p, y, w, a], but [g, p, w]. It is difficult for such children to come up with words for a given sound or a certain number of sounds. It is often difficult for them to assemble a word from sounds, especially if they are given in the wrong order (k, a, z, e, r, l, o - mirror).

For these children, it is difficult to distinguish concepts such as sound, letter, syllable, word, sentence, text. In the letter we can observe omissions of letters, syllables, words (stana - country, clone - clown), addition of letters, syllables (spring - spring, soborishche - gathering), rearrangement of letters, syllables (kulbok - ball, hammer - hammer), jams on a letter or syllable (water pipeline - water supply system, birch - birch), incomplete spelling of words (shops - store, beautiful-beautiful), combined or separate spelling of words (on stepped - stepped, jumped up - jumped up, under the birch tree - boletus, at home - at Houses). Problems in the design of sentence boundaries.

Along with the above classification of types of dysgraphia, there are also nonspecific writing disorders associated with delayed mental development in a child, mental retardation, etc. The cause of nonspecific dysgraphia can be pedagogical neglect.

Reasons for the imperfection of written speech

The reasons for the development of dysgraphia can be both previous injuries or diseases of the brain, as well as socio-psychological factors. Many experts note a hereditary predisposition to this disease. Underdevelopment of some individual areas of the brain is genetically transmitted to the child from the parents. Mental illnesses in relatives can also become a prerequisite for dysgraphia in a child.

Researchers studying the etiology (translated from Greek as the study of the causes) of this disorder note the presence of pathological factors affecting the child in the prenatal and postnatal periods, as well as at the time of birth. These include infections and other diseases suffered during pregnancy by a woman, bad habits of the mother, early and prolonged toxicosis, birth injuries of the newborn, rapid or prolonged labor, asphyxia (oxygen starvation), meningitis, head injuries, a short period between pregnancies (less than one and a half years ) and so on.

The causes of dysgraphia can be both organic and functional. Functional reasons, in turn, are divided into internal, for example, long-term somatic diseases, and external - incorrect tongue-tied speech of others, frequent lisping with the baby, lack of verbal communication with him, inattention to the child’s speech development, bilingualism in the family, etc. Experts consider children at risk to be children whose parents began to teach them to read and write very early when the children were completely psychologically unprepared.

Dysgraphia is often observed in children suffering from delayed mental and speech development, with a diagnosis of minimal brain dysfunction, general speech underdevelopment and attention deficit disorder.

In addition, this disorder can also occur in adults. The causes of dysgraphia in this case are head injuries, brain tumors, and strokes.

Symptoms and manifestations of dysgraphia

It is not so easy to independently determine dysgraphia in a child. As a rule, parents learn what dysgraphia is only when their children are in elementary school, when they are just learning to write. By mistake, a pathological violation of writing can be confused with the beginning of mastering the norms of the language or simple ignorance of grammar.

Errors in writing with dysgraphia have nothing to do with the child’s inability to apply spelling rules. These errors are numerous, similar, and unique. Substitution of letters, violation of the continuous and separate spelling of words, omissions and rearrangements of letters and syllables in words, incorrect changes in words and the formation of new words, mirror spelling of letters - these symptoms should alert both teachers at school and parents.

Thus, acoustic dysgraphia manifests itself in children in early preschool age. If by the age of 7 a child does not distinguish sounds that are similar in acoustics, then when subsequently learning to write, he often changes one letter to another.

Another symptom of underdeveloped written language is illegible handwriting. Such children write very slowly and unevenly. Often the height and width of letters fluctuates, capital letters are replaced with lowercase ones and vice versa. If a school teacher sees this problem, he will be able to tell about its presence.

Diagnostic methods

Diagnosis of dysgraphia comes down to the study of oral and written speech and its analysis. Based on the results obtained, correction of the disorder in the form of speech therapy is prescribed.

To identify the causes of impaired written speech, it is necessary to undergo examination by a number of specialists. Consultations with a neurologist, ophthalmologist and otolaryngologist are mandatory. The development of speech will be determined by a speech therapist.

Examination for the presence of dysgraphia in children is carried out in several stages. Initially, vision and hearing are diagnosed, and the condition of the central nervous system is assessed. Then the child’s motor skills and the structure of his articulatory apparatus are examined. Determine the child's leading hand (right-handed or left-handed).

An assessment of the state of the child’s phonemic processes and sound pronunciation, his vocabulary, and speech literacy is required. After a thorough study of oral speech, specialists move on to analyzing writing. At this stage, a child or adult suffering from dysgraphia rewrites printed or written works, writes letters, syllables, words from dictation, and analyzes words of various sound-syllable structures. They are given exercises to make sentences from words, deformed sentences, reading tasks, etc.

After all procedures and studies are completed, a speech therapy report is issued with subsequent recommendations for correcting violations.

Correction and treatment

When a child’s written speech is discovered to be unformed, parents immediately have questions about how to treat dysgraphia, what to do with this disorder, and whether complete correction is possible. With a competent approach from specialists and the support of parents and teachers, overcoming dysgraphia in younger schoolchildren is possible.

Parents should be patient, as this process of working to overcome dysgraphia in a child is not quick. It may take months and sometimes years of painstaking work. It is more difficult to work with older children because, along with writing problems, other accompanying deviations arise.

Correction of the disorder is tailored to the type of disorder and the age of the child. Based on the results of the studies, measures aimed at preventing or treating dysgraphia are prescribed.

Eliminating a problem such as dysgraphia is impossible quickly and alone. It is possible that to correct dysgraphia, the child will need the help of specialized specialists, such as a neuropsychologist, psychotherapist, or child psychologist. Speech school for children with more severe written language disabilities will be more appropriate and productive than regular school.

The main contribution to the correction of the disease is made by the work of a competent speech therapist. It is this specialist who prepares exercises to fill gaps in sound pronunciation, lexical and grammatical structure of speech, in the formation of phonemic recognition, sound-syllable structure of words, spatial representations, motor skills and other mental functions.

Among the effective methods for correcting dysgraphia are:

• special written exercises aimed at recognizing and distinguishing elements of similar letters in cases of optical dysgraphia;
• tasks aimed at developing perception, memory and thinking;
• To form language analysis and synthesis, many speech games are used: Typesetter, Ladder, Speech Arithmetic and others. Children learn to guess and invent riddles and puzzles;
• special work aimed at developing the lexical and grammatical structure of speech;
• for acoustic dysgraphia, interesting tasks are carried out on the formation of phonemic recognition at the level of sounds, letters, syllables, words, phrases, sentences and texts;
• in case of impaired sound pronunciation, tasks are given to produce sounds, automate them in speech and differentiate them from sounds similar in pronunciation. For example, with a distorted pronunciation of the sound [l], it is not only placed and automated, but also distinguished from the sounds: [l’], [r], r’] and [v], if the child confuses them in oral speech.

If there are organic causes of dysgraphia, drug treatment may be necessary. The attending physician may prescribe rehabilitation therapy in the form of massage, physical therapy, and physiotherapy. These procedures will help treat the organic cause, allowing the speech therapist to correct the disorder.

Exercises for self-study

It is impossible to completely solve this problem at home without the participation of specialists. But if parents follow the recommendations of the speech therapist and work with the child, following all the instructions, then the result of joint activity will not be long in coming. There are many exercises that parents can do with their child at home.

1. To train motor skills, use the Labyrinth exercise, when the child is asked to draw a continuous line. In this case, the child should only move his hand; do not allow him to change the position of the sheet. Finding objects and letters in story pictures. Drawing and shading of graphic dictations.
2. To develop attention and in case of optical-spatial disorders, it is recommended to perform tasks on constructing letters from elements, transforming the resulting letters into others; to decipher the diagrams and symbols used to designate the letters. For example, 2-p, 3-t. Search for given letters in objects, insert missing letters into words, sentences and texts. Exercises in which the child must cross out, underline or circle a given letter or several letters in the text will help to remember the visual image of letters.
3. Exercises aimed at correct and clear pronunciation of impaired speech sounds. An adult and a child look for objects with a given sound, determine the place of the sound in a word, come up with words and sentences for a given sound, learn poems and tongue twisters.
4. Games and tasks for the formation of the lexical and grammatical structure of speech, for example: “Say the opposite,” when you need to select words or phrases with the opposite meaning. Or “Find the Whole,” where the child is asked to guess and draw an object based on its parts. For example: the bottom, lid, walls, handles are the pan of eyes, eyelashes, forehead, nose, mouth, eyebrows, cheeks are the face. Guessing riddles using generalizing words naming the purpose, location, situation in which the object is located. For example: they grow in the garden or in the forest, compotes and jams are made from them, it is useful to eat them raw - berries.
5. Exercises to develop a child’s phonemic system. Determining the location of the sound (at the beginning, in the middle, at the end) with the help of a fish or squirrel. A fish is cut out or drawn and divided into three parts: the head is the beginning of the word, the body is the middle, and the tail is the end. Chain game, when an adult calls a word, for example, bus, and the child comes up with his own word for the last sound, for example, “sleigh”. The one who does not break this chain wins. You can also select a word with the last syllable, for example, fish - grandma - porridge, etc.

Daily and systematic home training to eliminate writing disorders will speed up the process of correction in the child.

Prevention of writing disorders in children

Prevention of written language disorders comes down to the development of higher mental functions in a child before he begins to master writing. Activities and educational games with children to develop fine and gross motor skills, games for attention and memory, exercises for the development of thinking in children, practicing a musical instrument - these are the best preventive measures.

How to teach a child to think, develop his intellect and memory? There are many play activities with a child that are aimed at developing mental functions. This is making pyramids and cubes, collecting nesting dolls and various construction sets, finishing poems and fairy tales, selecting pictures for a given sound or lexical topic (vegetables, fruits), solving riddles and puzzles, putting small objects on a thread or cord, sorting out different shapes and colors buttons or using all sorts of sorters for these purposes, games with cereals, finding differences, various games with objects, for example: put the bear under the table, take it from under the table, lift it above the bed, put it between chairs, etc.

As is known, written speech is a secondary and later form of the existence of language. It is formed only under the conditions of targeted literacy training, and then improved. Writing itself is a rather complex form of speech activity and a multi-level process.

To master written language, it is necessary to establish connections between the audible and spoken word, since the writing process itself is carried out by the work of four analyzers:

1. Speech motor
2. Speech-auditory
3. Visual
4. Motor.

The writing process is closely related to the process of oral speech and can only be carried out at a sufficiently high level of its development.
According to the definition of A.R. Luria, reading is a special form of impressive speech, and writing is a special form of expressive speech.

Components of the writing process:

1. motivation;
2. intention;
3. word analysis (determine the sequence of sounds in a word, translating perceived sounds into clear and generalized speech sounds - phonemes).
   Acoustic (phonemic) analysis and synthesis of written speech proceed with the close participation of articulation;
4. writing - translation of phonemes into graphemes;
5. motor operation of the writing process. This is the reproduction of a visual image of a letter using hand movements.

The lack of development of any of the above functions causes a violation of mastery of the writing process, dysgraphia.
Dysgraphia is a partial specific disorder of the writing process, caused by underdevelopment or decay of higher mental functions that carry out the writing process.

Written language disorders have been studied for over a hundred years. Currently, the issues of eliminating these writing disorders are relevant and quite complex. Writing disorders (dysgraphia) continue to be the most common forms of speech pathology among junior schoolchildren in general education and special schools.
The majority of students attending classes at the school speech center of a comprehensive school most often have acoustic (phonemic) dysgraphia associated with underdevelopment of the phonemic system.

Acoustic dysgraphia

This type of dysgraphia is caused by a violation of phonemic hearing (insufficiently clear auditory differentiation of acoustically close speech sounds). Although the students' sound pronunciation is normal.

A writing disorder associated with underdevelopment of phonemic hearing, which manifests itself in the replacement of sounds (letters) that are acoustically and articulatory similar. In this case, sounds that have approximately the same vibration frequency are subject to mutual replacement.

Based on acoustic similarity, the following phonemes are mixed:
- paired voiced and voiceless consonants: [b-p], [v-f], [g-k], [d-t], [z-s], [zh-sh];
- whistling and hissing: [s-sh], [z-zh], [s´-sch];
- affricates: [h-sch], [h-ts], [h-t´], [ts-t], [ts-s];
- sonorous: [r-l];
- back-lingual: [g-k-x];
- vowels of the 1st and 2nd rows: [a-ya, o-e, u-yu, s-i];
- labialized vowels: [о-у, ё-у].

Moreover, they are mixed with each other and with any of their components.
This type of dysgraphia is also reflected in the incorrect designation of the softness of consonants in writing, as a result of a violation of the differentiation of hard and soft consonants (letter - “writing”, loves - “lubit”, lie - “lick”).



Frequent errors in writing are substitutions of vowels in the stressed position: yu-u (rays-“luchi”), e-i (les-“fox”).

Phonemic hearing is close in meaning to phonemic perception.

If phonemic hearing is the recognition of sounds by their acoustic characteristics, then phonemic perception is the mental actions of sound-syllable analysis.

If phonemic hearing is impaired, written speech is impaired. The student writes words as imperfectly as he hears them, mixes closely sounding phonemes so that the word often changes its meaning.

The role of auditory analysis in the implementation of writing, which is a direct function of the temporal lobe of the cerebral cortex, is enormous and necessary for the normal implementation of the complex psychological structure of writing.

Obviously, the violation of the psychophysiological process of writing will be greater, the greater the role this particular condition plays for its normal functioning. A.R. Luria emphasizes that the highest form of phonemic hearing is manifested in the ability to isolate sounds in a word and establish a sequence of sounds, which is formed under the influence of learning.

Underdevelopment of a child's differentiated hearing and speech subsequently causes difficulty in learning to write. Lack of the ability to isolate and sufficiently correctly distinguish the necessary sounds - the child is deprived of one of the important prerequisites for correct writing.

Practice shows that a lag in phonemic development creates serious obstacles to the student’s successful assimilation of program material in writing. He turns out to have insufficiently formed practical generalizations about the sound composition of a word, which in a child with normal speech development are developed before the age of 7.

But, however, the emergence of the prerequisites for acoustic dysgraphia is observed even in preschool age. If a child by the age of seven does not distinguish close acoustic sounds by ear, then later on the letter there will be substitutions of letters. To solve this important problem, it is necessary to take appropriate measures aimed at preventing written speech disorders, in particular acoustic dysgraphia.

However, there is no consensus on the mechanisms of acoustic dysgraphia, which is due to the complexity of the process of phonemic recognition. In relation to younger schoolchildren, it would be correct to speak not about written speech disorders as a painful condition, but about the difficulties of mastering written speech.

I assign a significant role in the speech therapy system to overcome and prevent acoustic dysgraphia to a comprehensive study of the causes of acoustic disorders in writing. This is the study of causes from various angles: medical, psychological, pedagogical, speech therapy and social.

Identifying objective reasons allows me to create a social and speech perspective for each child and help in discovering his abilities.

What is the cause of difficulties in mastering written speech with acoustic (phonemic) dysgraphia?

The occurrence of persistent, frequently repeated errors is based on serious objective reasons:
socio-economic nature
- poor readiness of the child for school;
- irregularity of schooling;
- insufficient attention to the development of the child in the family;
- bilingualism in the family;
- incorrect speech of others;
- unfavorable family environment;
- weakened somatic health (long-term illnesses in the early period of development).
- psychophysical nature

- disorders are caused by organic damage to the cortical areas of the brain,
participating in the process of writing and reading;
- functional brain asymmetry (retraining left-handedness to right-handedness);
- underdevelopment of auditory attention and memory;
- underdevelopment of phonemic perception (difficulties in mastering syllabic and sound-letter analysis);
- underdevelopment of phonemic hearing (difficulty in distinguishing
sounds of the native language according to acoustic characteristics);

- underdevelopment of auditory perception.

No one reason is the most decisive, but each reason has some significance in the aggregate.

Difficulties in educational activities are reflected in changes in the child’s character: aggressiveness and refusal to complete tasks at school and at home. These negative reactions mask the child’s feelings of inferiority and anxiety. At school age, the load on the nervous system increases significantly, which can subsequently lead to breakdowns and neuroses; behavioral disturbances and defensive aggressiveness.

In the aggregate of a comprehensive study of the causes of acoustic disorders in writing or their prerequisites for students in junior grades of general education schools and special schools, it is necessary to determine the structure of correctional work, the timing of correctional influence and its effectiveness.

Everyone knows that it is impossible to receive a full-fledged education if writing skills are not developed. A person’s ability to write correctly is of great importance not only for successful study at school and for entering a higher educational institution, but also for a future career. This means a fairly high level of writing proficiency. Recently, the problem of correction of dysgraphia, that is, prevention and correction of specific disorders of written speech, has become very relevant.

A speech therapist working in a school has an important task - timely identification and prevention of reading and writing disorders.

Dysgraphia is a partial disorder of the writing process, manifested in persistent, repeated errors caused by the immaturity of the higher mental functions involved in the writing process.

What signs should primary school teachers watch out for in students’ oral and written language?

First of all, incorrect pronunciation of any sounds, because this is what can cause errors in reading and writing. When a child learns to write, the following errors are a signal of dysgraphia:

Skipping letters and syllables, their rearrangements;

Adding letters and syllables;

Distortion of the graphic image of letters;

Mixing paired consonants (replacing B with P and vice versa);

Incorrect spelling of a vowel in a stressed position (vAlosy instead of vOlosy);

Persistent errors that do not disappear during the learning process.

Experience as a school speech therapist shows that dysgraphia is the leading speech disorder among public school students.

What could be the causes of dysgraphia?

First of all, this is a mildly expressed underdevelopment of speech (NSSD). Very often, signs of general speech underdevelopment go unnoticed when identifying speech disorders in children entering school. Typically, dysgraphia, which is caused by a mildly expressed underdevelopment of speech, is revealed only in the process of learning to write. All this turns out to be a serious obstacle in mastering literacy, and later in mastering the grammar of the native language.

According to the nature of the formation of errors, dysgraphia is divided into types:

1. 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.

2.Acoustic. In this case, the child pronounces the sounds correctly, but

confuses them with similar sounds (voiceless-voiced: b-p, d-t, z-s;

hissing: s-sh, z-zh; and also do not distinguish the softness of individual sounds).

3.Optical. A child with optical dysgraphia has difficulty in

writing and distinguishing letters: adds extra elements (sticks,

dashes, circles), skips the necessary ones, even writes in mirror (in

reverse side).

4.Dysgraphia due to problems of language analysis and synthesis. A child with this problem may skip or repeat entire words when writing,

rearrange syllables and letters, write different words together

(they confuse prefixes and prepositions of nouns - they write together or

separately, attach part of the next word to one word, etc.)

5.Agrammatic dysgraphia. As a rule, it is detected after 1-2

class, as it requires greater knowledge of the rules of spelling words

(“good cat”, “beautiful sun”, etc.). That is, this problem

due to the fact that the child cannot correctly inflect words according to gender

and cases, cannot agree between 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.

The reasons for this disorder can be very different: from birth injuries, infections and genetics to neglected upbringing. When there are problems in the functioning of the brain, dysgraphia is most often accompanied by concomitant diseases, which parents may already be aware of.

Essentially, a child diagnosed with dysgraphia cannot write without

mistakes because he has impaired speech, hearing and

visual and motor analyzers, the child cannot process

information (synthesis and analysis).

A school speech therapist most often has to deal with mixed types. But articulatory-acoustic dysgraphia is predominant.

Correction of articulatory-acoustic

dysgraphia

Articulatory-acoustic dysgraphia manifests itself in the fact that the child replaces letters corresponding to phonetically similar sounds (voiced-voiceless, whistling-hissing, affricates and components included in their composition), and also incorrectly indicates the softness of consonants in writing (“lubit” instead of “ loves", "piSmo" instead of "letter"). To overcome this type of dysgraphia, you need to work on clear auditory differentiation of sounds that the student has difficulty distinguishing by ear. And until this skill is well developed, the child will continue to guess the letters denoting certain sounds.

Fortunately, yes, with some effort on the part of the parents,

specialists and the child himself, dysgraphia can be corrected and

cure. Of course, this is not a quick process: it may take months

and years of systematic training to completely overcome dysgraphia and

associated disorders of writing, speech and reading. But these works will be

rewarded: the child will be able to fully study in a regular school and

become a full-fledged member of society, an ordinary child.

Dysgraphia is not a death sentence, you can live with it, but it is the task of parents and

It is up to educators to overcome this malaise. Benefit developed

many techniques and exercises to eliminate dysgraphia. This

This is confirmed by famous people suffering from dyslexia and dysgraphia.

Here is just a small list of names: Hans Christian Andersen, Albert

Einstein, Tom Cruise, Salma Hayek, Cher, Dustin Hoffman, Walt Disney,

Fyodor Bondarchuk, Vladimir Mayakovsky, Marilyn Monroe.

Elimination of articulatory-acoustic dysgraphia is preceded by work to correct sound pronunciation disorders. At the initial stage of work, it is recommended to exclude pronunciation, as it can cause errors in writing. This type of dysgraphia manifests itself in defects in sound pronunciation, reflected in writing in the substitution of letters corresponding to articulatory and acoustically similar sounds.

There are 2 groups of children:

1) children whose speech motor analyzer is primarily defective,

or there are gross defects in the structure of the articulatory organs.

2) auditory differentiation is primarily impaired.

With children of the first group, it is necessary to work on correcting sound pronunciation and automation of sounds, differentiation of previously replaced sounds or unpronounceable sounds.

With children of the second group, correction is carried out in the same directions as when correcting dysgraphia based on phonemic non-recognition, but more attention is paid to clarifying correct articulation.

Sound discrimination exercises:

Ask to come up with words with the sounds S and Sh.

Raise the letter S or Ш depending on its presence in the word you hear.

Laying out pictures containing these sounds under the letters S and W.

Written exercises in selecting the missing letter in a word (kry_a, kry_a - roof, rat).

When working to overcome articulatory-acoustic dysgraphia, special attention should be paid to the formation of auditory differentiation of voiced-voiceless and hard-soft consonants. If

the child does not have such a skill, this will lead not only to letter substitutions when writing, but will also hinder the development of a number of

grammatical rules of the Russian language. For example, without distinguishing between hard and soft consonants by ear, a child will not be able to learn the rule for indicating soft consonants in writing. Or rather, he will be able to learn this rule, but not apply it, since he will always doubt whether or not to write a soft sign in this or that word.

To solve this problem, you can offer your child the following exercises:

singular (e-el, kony-kon);

Arrange the pictures into houses according to the presence of vowels written on the houses.

Similar exercises are carried out with voiced and voiceless consonants. If a child does not distinguish between voiced and voiceless consonants by ear, it will be difficult for him to master the rule of spelling “dubious consonants” in the middle and at the end of words (for example, griB, mushrooms). The spelling rule for some prefixes will also be difficult (raspissal, scattered). A prerequisite for working on auditory differentiation of sounds is the use of written exercises.

The main objectives of remedial education for children with articulatory-acoustic forms of dysgraphia are the following.

1.Development of phonemic awareness.

2.Teaching simple and complex forms of sound-letter analysis and

word synthesis.

3. Clarification and comparison of sounds in pronunciation terms, relying on auditory and visual perception, as well as tactile and kinesthetic sensations.

4. Identification of certain sounds at the level of syllable, word, phrase, sentence and text.

5. Determination of the position of the sound in relation to others.

By the end of correctional education, children should know:

Terms used to denote basic concepts - speech, sound, letter, articulation, etc.;

All letters and sounds of your native language;

Distinctive features of vowels and consonants;

Vowels and consonants;

Hard and soft consonants, as well as letters to indicate soft consonants in writing;

Pairs of vowel sounds; pairs of consonant sounds by hardness - softness, by sonority - deafness;

By the end of training, children should be able to:

Recognize and distinguish between vowels and consonants;

Denote vowels; hard, soft, voiceless and voiced consonants in writing;

Use the vowels I, Ya, Yo, Yu, E or b to indicate the softness of consonants in writing;

Distinguish mixed sounds by ear and pronunciation;

Carry out phonetic analysis of the word;

Perform sound-letter analysis of syllables and words;

Write down words with the vowels I, I, E, Yu, E, as well as the letters b and b;

Select words for a given sound;

Compare words with similar sounds;

Build sound patterns of syllables and words;

Compose phrases and sentences with mixed sounds;

Restore sentences and text with specified sounds;

Independently write auditory and visual dictations, presentations and essays using oppositional sounds.

The proposed sequence of familiarization with sounds and letters is based on the order of appearance and formation of sounds in ontogenesis: first, vowel sounds are studied and differentiated, then consonants (first whistling, and then hissing, affricates and sonorants).

Work on soft and hard consonants is associated with the differentiation of vowels A - Z, O - Yo, U - Yu, E - E.

It is advisable to begin work on differentiating voiced and voiceless consonants with sounds, when pronounced, the work of the vocal cords is easily felt. It must be built in the following sequence:

3 - S, F - W, V - F, B-P, D-T, G-K.

As they work, children master the analysis of more and more complex words. They learn to listen to the sounds of speech, compare words according to sound patterns, and find similarities and differences in them.

The form of classes can be frontal and subgroup, but the possibility of partial or full use of the proposed material in individual classes to eliminate articulatory-acoustic dysgraphia is also not excluded.

Each lesson includes tasks for the development of higher mental functions (attention, memory, thinking) and physical exercises, the content of which is related to the topic of the lesson.

Much attention during classes is paid to recalling literary works, the heroes of which are “present” in class, all this

helps in parallel to work on the development of coherent speech.

Children completing tasks on the board, on cards, in workbooks creates the conditions for solving the following special tasks.

1.Enrichment of visual concepts.

2.Development of hand-eye coordination.

3. Stimulation of cognitive activity.

4. Inclusion of mental operations.

5. Development of non-speech processes.

Correctional speech therapy work is traditionally carried out in three stages.

I. Preparatory.

II. Basic.

III. Final.

Main tasks and directions of work of the preparatory stage.

2. Development of auditory differentiation.

3.Development of phonemic perception.

4. Clarification of the articulation of sounds in auditory and pronunciation terms. If necessary, sound pronunciation is corrected.

Main tasks and directions of work of the main stage.

1.Development of auditory and visual attention.

2. Development of phonemic analysis and synthesis.

3. Development of auditory differentiation (differentiation of oppositional sounds is carried out at the level of syllable, word, phrase, sentence and text).

Main tasks and directions of work of the final stage.

1. Consolidation of acquired knowledge.

2. Transfer of acquired skills and knowledge to other types of activities.

Training is built taking into account speech ontogenesis, individual and age characteristics of children, systematic and consistent delivery

linguistic material, complexity in overcoming identified violations of written speech.

Eliminating such a problem is impossible alone: ​​parents, teachers and

doctors must unite and agree on their actions. Assign

treatment, perform certain exercises. Perhaps the child is worth

transfer to another school (specialized) or hire a tutor,

who can professionally perform exercises with a child at home.

We must not forget that people with dysgraphia are very often acutely aware of their

problem and is afraid to manifest it again: skips classes, loses notebooks

Russian language, 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.

Dysgraphia is the inability (or difficulty) to master writing and reading with normal intellectual development. This is a writing disorder, accompanied by the replacement of letters, omissions, rearrangements of letters and syllables, and the merging of words, caused by a violation of the speech system as a whole.

Dysgraphia makes up a significant percentage of other speech disorders found among students in public schools. It is a serious obstacle to students’ mastery of literacy at the initial stages of education, and at later stages to mastering the grammar of their native language. Most of our graduates are also at risk for dysgraphia.

The most significant criterion for the classification of dysgraphia is the immaturity of certain operations of the writing process. Taking this criterion into account, the following types of dysgraphia can be distinguished: articulatory-acoustic dysgraphia, dysgraphia based on impaired phoneme recognition, dysgraphia based on impaired language analysis and synthesis, agrammatic dysgraphia, optical dysgraphia.

The mechanism of acoustic (phonemic) dysgraphia is associated with inaccurate auditory differentiation of sounds (i.e., with underdevelopment of phonemic hearing), while the pronunciation of sounds is normal.

Children with this form of dysgraphia have inaccurate images of sounds, which prevents the correct selection of a phoneme and its correlation with a letter. Children with this form of dysgraphia mix the letters when writing: B-P, V-F, G-K, D-T, Z-S, Zh-Sh (i.e. voiced and voiceless consonants), M-N, R- L, S-Sh, Z-Zh, S-Shch (sonoras and sibilants).

The main work on the development of phonemic awareness is carried out in subgroup classes of a speech therapist; educators can also conduct games and play exercises in this area in their free time.

First we usegames and game exercises for recognizing non-speech sounds:

1. Who clapped?

Children sit in different places in the group, and a driver is selected. He is blindfolded. One of the children, at the teacher’s sign, claps his hands. After this, the driver must determine who clapped.

1. What did it sound like?

The teacher behind the screen reproduces the sound of instruments (bell, drum, pipe, rattle, etc.). Children must guess which instrument sounded.

1. Quiet-loud

Children stand one after another and walk in a circle. The teacher knocks on the tambourine, sometimes quietly, sometimes loudly. If the sound of the tambourine is quiet, the children walk on their toes; if it is louder, they walk at a normal pace; if it is even louder, they run. Whoever makes a mistake ends up at the end of the column.

4. Let's clap

Children repeat the rhythmic pattern of clapping. For example - two claps, a pause, another clap, then we complicate the options. In the most difficult version, children repeat the rhythm with their eyes closed.

1. Noisy boxes

Pour cereals, peas or beans, buttons, paper clips, paper balls, sand, etc. into bags or boxes with the children. Children must guess by the sound of the shaking bag or box what is inside.

1. What do you hear?

Children are asked to close their eyes, listen carefully and talk about what they heard outside the window.

The next stage is development auditory attention and perception on speech material.

1. Claps

The teacher informs the children that he will name various words.

As soon as he names the animal, the children should clap. You cannot clap when pronouncing other words. The one who makes a mistake leaves the game.

1. Who's flying

The presenter tells the children that he will say a word flies in combination with other words (the bird flies, the plane flies). But sometimes he will make mistakes (for example: the dog is flying). Children should only clap when two words are used correctly. At the beginning of the game, the speech therapist slowly pronounces phrases and pauses between them. Subsequently, the pace of speech accelerates, the pauses become shorter.

The driver is selected and his eyes are closed. Or the child stands with his back to the other children. One of the children, at a sign from the teacher, calls the driver by name. After this, the driver must determine who called him. Then, instead of the name, you can say: “Ay!”

4 . Be careful!

Children stand opposite the teacher. First, the teacher invites the children to stomp and clap. During the explanation, the adult first stomps and claps along with the children, then simply says commands, and the children perform the movements. Then the teacher proposes new rules.

- And now I will confuse you: I will name some movements and show others. And you listen carefully and do what I say, not what I show.

In the future, you can gradually speed up the pace, as well as increase the number of commands and movements - not only stomp and clap, but also jump, walk, squat, etc. The number of commands and the pace of completing the task should correspond to the capabilities of the children.

5. Edible – inedible

The presenter takes turns throwing a ball to the participants and at the same time names the objects (edible and inedible). If the object is edible, the ball is caught; if not, it is discarded.

6. Where was it?

Children are shown several objects or toys lying on the table. Then the children turn away or close their eyes, one of the objects is removed or rearranged. Children are required to indicate what has changed. You should start with a small number of items, gradually increasing it.

At the next stage,games for the development of phonemic perception simultaneously with the development of analysis and synthesis of the sound composition of speech.

1. You hear - clap

An adult pronounces a series of sounds (syllables, words); a child, with his eyes closed, hears a certain sound and claps his hands.

2. Who is bigger? Competition game

Children are asked to choose words that begin with a given sound. (Repetitions are not allowed.)

3. Attentive listener (Where is the sound?)

The adult pronounces the words, and the children determine the place of the given sound in each of them.

4. The right word

On instructions from an adult, children pronounce words with a certain sound at the beginning, middle, and end of the word.

5. Keen Eye

Children are asked to find objects in the environment that have a given sound in their names and determine its place in the word.

6. Find yourself a partner

Children say their names syllable by syllable. At a signal from an adult, children should unite into groups, depending on how many syllables are in the name.

7. Confusion

The adult pronounces two syllables, the children need to swap them and name the resulting word. (For example: va-tyk,

Na-sos, ka-mas, chik-mal, ka-kosh, etc.)

8. Train

For this game you need equipment: an image of a train and carriages and various pictures. Children are asked to place passengers in carriages; if the word has one syllable, go to the first carriage; if the word has two syllables, go to the second carriage; three syllables - to the third; four - to the fourth.

Drawing up schemes of words from color symbols, alternating with the selection or search of suitable words for a given scheme. At later stages of work, you can use the games “read by numbers”, “guess by the first sounds”, all kinds of puzzles and crosswords.

When developing phonemic hearing (the ability to perceive and distinguish speech sounds) and teaching a child to read, you should remember that:

Our speech consists of sentences.

A sentence is a complete thought.

Sentences are made up of words.

Words are made up of sounds.

Sound is what we hear and pronounce.

A letter is what we write and read.

A sound in a letter is indicated by a letter.

The sounds are vowels and consonants.

Vowel sounds are sounds that can be sung with the voice, while the air coming out of the mouth does not meet an obstacle.

There are six vowel sounds in the Russian language: A, U, O, I, E, Y.

In the diagram, vowel sounds are indicated in red. There are ten vowel letters: six - A, U, O, I, E, Y - correspond to sounds and four - iotated, which indicate two sounds: I, Yu, E, E, (YA-YA, Yu-YU, E- YE, E-YO).

At the beginning of the word (yula, pit); after a vowel sound (lighthouse, zayushka); after soft and hard signs (family, rise).

In other cases (after consonants), iotated vowel letters indicate in writing the softness of the preceding consonant sound and the vowel sound: I -A, Yu-U, E-E, E-O (birch, ball).

Consonant sounds are sounds that cannot be sung, because... air coming out

From the mouth when pronouncing them, they encounter a barrier.

The deafness and voicedness of consonant sounds is determined by the work of the vocal cords and is checked with a hand placed on the throat:

The hardness and softness of consonant sounds are determined by ear:

Consonant sounds that can be hard and soft: B, V, G, D, Z, K, L, M, N, P, R, S, T, F, X, ББ, Вь, Гь, Дь, Зь, Kb, l, m, n, pb, pb, cb, th, fb, xb;

Always hard consonants: Ж, Ш, Ц;

Always soft consonants: Y, Ch, Shch.

Hard consonant sounds in the diagrams are indicated in blue, soft consonants in green.

To successfully master literacy in children, the following necessary prerequisites must be formed already at preschool age:

1. Distinction by ear of all speech sounds, including acoustically and articulatory close ones (voiced - deaf, soft - hard, whistling - hissing, R-L-Y).

2. Correct pronunciation of all speech sounds (in terms of the absence of replacing some sounds with others, such as syska instead of shishka, lyba instead of fish, etc.)

3. Knowledge of the simplest types of analysis available to preschool children, namely:

Isolating a sound against the background of a word (for example: “if the sound P is in the word fish? And in the words ball, picture”);

Determining the place of a sound in a word (beginning, middle, end). For example: “Where is the sound Ш in the word car - at the beginning, in the middle or at the end? And in the words fur coat, ruff?”;

In the process of special training, preschoolers master more complex types of sound analysis of words;

The ability to divide words into syllables, and syllables into sounds;

The ability to divide sentences into words.

4. A sufficient level of formation of visual-spatial concepts (the ability to distinguish objects and geometric figures by shape, size, location in space), which is necessary for the strong assimilation of visual images of letters.

If the above-mentioned prerequisites for writing are not formed before the beginning of learning to read and write, the child will inevitably encounter great difficulties in mastering letter styles, in correlating each letter with the corresponding sound, and in determining the order of letters when writing a word, which will lead to the appearance of dysgraphic errors that are not related to with ignorance of grammatical rules.

5. Formation of the grammatical system, which is expressed in the correct use of prepositions and agreement of words in oral speech. For example, if a child says on chairs instead of on chairs, five birches instead of five birches, etc. Naturally, all this will be reflected in the writing and will significantly complicate the acquisition of grammatical rules.