Introduction

The relevance of research. The formation of speech is one of the main characteristics of the overall development of the child. Normally developing children have good abilities to master their native language. Speech becomes an important means of communication between the child and the outside world, the most perfect form of communication inherent only to man. But since speech is a special higher mental function provided by the brain, any deviations in its development should be noticed in time. For the normal formation of speech, it is necessary that the cerebral cortex reaches a certain maturity, the articulatory apparatus is formed, and hearing is preserved. Another indispensable condition is a full-fledged speech environment from the first days of a child's life. Communication is one of the most important factors in the overall mental development of a child. Only in contact with adults is it possible for children to assimilate the socio-historical experience of mankind. However, more and more often educational institution children with speech disorders are admitted: alalia, aphasia, dysarthria, dysphonia, bradilalia, takhilalia, stuttering, rhinolalia, dyslalia, dysgraphia. Their main symptom is the presence of persistent specific errors.

Dyslexia and dysgraphia usually occur together. Speech disorders may be due to a delay in the formation of certain functional systems.

During the learning process, the student elementary school with speech disorders experience difficulties that are manifested in the complete or partial absence of speech, partial absence of speech caused by damage to the muscles or nerves involved in pronunciation.

Speech disorders in younger schoolchildren occur both in oral and in writing.

So in the oral speech of students there are such violations: pronunciation, speech hearing and the ability to learn the grammatical rules of the native language worsen, the vocabulary decreases sharply, the complete or partial absence of speech, the absence of speech caused by damage to the muscles or nerves involved in pronunciation. the vocabulary sharply decreases, the child does not understand well the speech addressed to him, as a result, the formation of his own speech is disturbed, memory and the ability to concentrate are deteriorating.

Issues related to speech disorders of younger children school age considered R.I. Lalaeva, A.R. Luria, L.F. Spirova, M.E. Khvattseva.

The research problem is to identify speech disorders in primary school students and to determine ways to correct them in the learning process.

The purpose of the study: to theoretically substantiate the speech disorders of primary school students and determine the ways of their correction in the learning process and approbation of a work system that contributes to the correction of speech disorders.

Object of study: the process of correcting speech disorders in children of primary school age.

Subject of study: a system of lessons that contribute to the correction of speech disorders in children of primary school age.

To characterize speech as one of the complex higher mental functions;

Determine the main speech disorders that occur in primary school age;

To identify ways to correct speech disorders in children of primary school age;

Create and test a system of lessons aimed at correcting speech disorders in children of primary school age in the learning process.

Research methods:

general theoretical (analysis of literary sources on the topic of research, generalization and analysis of theoretical provisions);

empirical (observation, experiment);

mathematical (method mathematical statistics).

Research stages. Stage I - September - December 2011 - design of the theory. Stage II - January - February - organization and conduct of the experiment, Stage III - March - April - registration qualifying work.

The structure and scope of the work: the work consists of an introduction, two chapters, a list of references and applications.

Chapter 1. Theoretical basis study of speech disorders in children of primary school age and ways of their correction

.1 Speech, its features. speech processes

For psychology, it is of interest, first of all, the place of speech in the system of higher mental functions of a person - in its relationship with thinking, consciousness, memory, emotions, etc.; at the same time, those of its features that reflect the structure of the personality and activity are especially important.

Most psychologists: P. Blonsky A.N. Gvozdev, N.I. Zhinkin considers speech as a speech activity, acting either in the form of a holistic act of activity (if it has a specific motivation that is not realized by other types of activity), or in the form of speech actions included in non-speech activity.

Consider the main psychological theories that explain the process of speech formation. One of them is learning theory. This theory states that imitation and reinforcement are the main mechanisms for the formation and development of human speech. It is assumed that the child has an innate need and ability to imitate, including sounds human speech. Receiving positive emotional reinforcement, imitation leads to the rapid assimilation of first the sounds of human speech, then phonemes, morphemes, words, utterances, the rules of their grammatical construction. Mastering speech, therefore, comes down to learning all its basic elements.

This theory, however, is not able to satisfy and fully explain the process of language acquisition, in particular, the speed with which a child learns speech in early childhood. In addition, for the development of any abilities, including speech, inclinations are necessary, which in themselves cannot be acquired as a result of learning. From the position of this theory, understand children's word creation, as well as those moments in the development of a child's speech that have no analogues in adults , i.e. things that you can't learn by imitation.

Experience shows that adults reinforce in a child not so much grammatically correct statements as smart and truthful, original and semantically accurate statements. With this in mind, within the framework of the theory of speech learning, it is difficult to explain the rapid formation of the correct grammar of speech statements in children (14, p. 116).

The author of the following theory of speech development is N. Khomsky. He argues that in the human body and brain from birth there are some specific inclinations for learning speech in its main attributes. These inclinations mature at about one year of age and open up opportunities for accelerated development of speech from one to three years of age. This age is called sensitive. In a broader age range, it covers the period of a person’s life from one year to puberty (meaning not only the acquisition of a language as a means of communication, but also mastering it at the conceptual level as a means of thinking. During this period of time, the development of speech usually occurs without complications, but outside of it, it is either difficult or impossible to master the language.

Another popular theory of language acquisition is called cognitive theory. According to her, the development of speech depends on the child's inherent ability to perceive and intellectually process information from birth. This, in particular, explains children's spontaneous word creation. It is assumed that speech development depends on the development of thinking, and not vice versa. It has been established - that this is one of the main starting points of this theory - that the first statements of babies usually refer to what they already understand. Children, moreover, usually talk about what is interesting to them. Consequently, the child's motivation also influences the development of speech (14, p. 117).

The development of speech can also be considered from psycholingual positions (Fig. 1) in terms of the formation of an increasingly perfect structure of speech. From this point of view, the process of speech development is a continuously and cyclically repeated transitions from thought to word and from word to thought, which are becoming more and more conscious and rich in content. At first, the thought is formed into a word, which simultaneously acts both as a phrase and as a sentence, without further linguistically subtle articulation. The same poverty of forms and variations is characteristic of the reverse process of movement from word to thought. Then this process unfolds vertically (as shown in Fig. 1) and horizontally. The last movement is characterized by the expansion of the possibilities of presenting thoughts in words on different levels. For example, at the level of a sentence and a phrase, the same thought can be expressed differently by people with rich speech.

Assimilation of speech by a child begins with the selection of speech signals from the totality of sound stimuli. Then, in his perception, these signals are combined into morphemes, words, sentences, phrases. On the basis of them, a coherent, meaningful external speech is formed that serves communication and thinking. The process of translating thought into word is reversed.

The structure of speech activity or speech action basically coincides with the structure of any action, that is, it includes the phases of orientation, planning (in the form of "internal programming"), implementation and control.

Speech can be active, constructed anew each time, and reactive, which is a chain of dynamic speech stereotypes.

In the conditions of spontaneous oral speech, the conscious choice and evaluation of the language means used in it are reduced to a minimum, while in written speech and in prepared oral speech they occupy a significant place (14, p. 118).

Rice. 1 - Psychological model of the generation and functioning of speech

L.A. Wenger believes that different types and forms of speech are built according to specific patterns (for example, colloquial speech allows significant deviations from grammar system language, a special place is occupied by logical and even more artistic speech).

Written speech - verbal (verbal) communication with the help of written texts. It can be both delayed (for example, a letter) and direct (exchange of notes during a meeting). Written speech differs from oral speech not only in that it uses graphics, but also in grammatical (primarily syntactic) and stylistic respects - syntactic constructions typical of written speech and functional styles specific to it. It is characterized by a very complex compositional-structural organization, which must be specially mastered, and hence the special task of teaching written language at school (7, p. 106).

Since the text of written speech can be perceived simultaneously or, in any case, in large "pieces", the perception of written speech differs in many respects from the perception of oral speech. Oral speech is verbal (verbal) communication with the help of linguistic means perceived by ear. Oral speech is characterized by the fact that the individual components of a speech message are generated and perceived sequentially. The processes of generating oral speech include the links of orientation, simultaneous planning (programming), speech implementation and control: in this case, planning, in turn, takes place along two parallel channels and concerns the content and motor-articulatory aspects of oral speech (10, p. 23).

Oral speech is divided into:

Dialogic speech is a supported speech that has an interlocutor, it is simpler, convoluted, it may contain intonation, gestures, pauses, stresses. Dialogic speech can be situational, i.e. related to the situation in which communication arose, but it can also be contextual, when all previous statements cause subsequent ones. Both situational and contextual dialogues are direct forms of people's communication, where the participants in the dialogue build their judgments and wait for other people's reactions to them.

monologue speech - a long, consistent, coherent presentation of thoughts, knowledge by one person. Monologue speech requires great knowledge, a common culture, self-control, active and systematic transmission of information.

M.V. Gamezo, M.V. Matyukhina, T.S. Mikhalchik distinguish between speech activity "by the degree of arbitrariness (active and reactive), by the degree of complexity (speech-naming, communicative speech), according to the degree of preliminary planning (monologic speech requiring complex structural organization and preliminary planning and dialogic speech” (11, p. 98).

1.2 Characteristics of the main speech disorders occurring in primary school age

All cases of speech disorders, when a child with normal mental abilities and normal hearing suffers from pathologies of speech organization (cannot correctly organize the sound and / or semantic structure of his speech), are called speech disorders.

As a rule, a child with speech disorders is very critical of his pathology, but one of the main dangers posed by speech disorders is the inhibition of intellectual development, because speech is one of the main intellectual tools. Normalization of the development of the intellect occurs as the speech difficulty is eliminated and normal word pronunciation is formed; That is why it is so important to diagnose speech pathologies in time and begin their correction.

Most often, speech disorders in children of primary school age occur in childhood. In severe cases of speech disorders, the child not only cannot speak clearly and clearly on his own - he does not perceive and assimilate someone else's sounding speech, has difficulty building phrases and sentences, and has a limited vocabulary. This applies to both the active vocabulary (words meaningfully used in speech) and the passive one (words of other people's speech perceived by ear). If proper measures to correct speech are not taken in a timely manner, the child has serious communication problems with peers and adults, and, as a result, the development of all kinds of complexes that impede learning, the disclosure of mental and creative potential (17, p. 210).

Speech disorders in children are classified depending on whether a child with impaired speech activity can attend a regular general education school, or he needs training in a specialized educational institution (severe speech disorders). Severe forms of pathologies of the speech organization include dysarthria, alalia, anarthria caused by speech disorders associated with organic damage to the central nervous system(CNS).

Depending on the level of damage to the speech system, they are divided into the following forms:

dysarthria - a violation of the sound-producing side of speech as a result of a violation of the innervation of the speech muscles. Depending on the localization of the lesion, several variants of dysarthria are distinguished: pseudobulbar, bulbar, subcortical, cerebellar.

Diagnosis of speech development disorders involves the participation in helping the child not only doctors, but also speech therapists, psychologists and specialists in correctional pedagogy. To date, no unified classification of speech disorders in children has been developed. Depending on the leading disorders underlying speech disorders in children, G.A. Volkova proposed the following classification. . Speech disorders associated with functional changes in the central nervous system (stuttering, mutism and deafness). . Speech disorders associated with defects in the structure of the articulatory apparatus (mechanical dyslalia, rhinolalia). . Delays in speech development of various origins (with prematurity, with severe diseases of internal organs, pedagogical neglect, etc.) (4, p. 37).

In domestic science, two classifications of speech disorders are used: clinical and pedagogical and psychological and pedagogical. These classifications, although they consider the same phenomena from different points of view, do not contradict, but complement each other and turn out to be focused on solving different problems of a single, but multidimensional process of correcting speech developmental disorders. It should be noted that both classifications refer to primary underdevelopment of speech in children, i.e., to those cases when speech development disorders are observed with intact hearing and normal intelligence.

The clinical and pedagogical classification is based on the principle "from general to particular", focused on detailing the types and forms of speech disorders, developing a differentiated approach to overcome them. Disorders in the development of oral speech are divided into two types: phonation (external) design of the utterance, which are called violations of the pronunciation side of speech, and structural-semantic (internal) design of the utterance.

Violations of the phonation of the utterance include:

In the psycholinguistic aspect, pronunciation disorders can occur due to three main reasons: shortcomings in the operations of distinguishing and recognizing phonemes (defects in perception); unformed operations of selection and implementation of pronounced sounds; violations of the conditions for the implementation of sounds with anatomical defects of the speech apparatus (16, p. 36).

In most children, sound pronunciation reaches the language norm by 4-5 years. Most often, speech defects are due to the fact that the child has not fully formed the articulatory base (the entire set of articulatory positions necessary for pronouncing sounds has not been mastered) or the articulatory positions have not been formed correctly, as a result of which distorted sounds are produced;

Psychological and pedagogical classification is built on the opposite principle - "from the particular to the general." This approach is focused on the impact as a pedagogical process, the development of methods psychological and pedagogical corrections for working with a group of children (study group, class). For this purpose, common manifestations of various forms of speech disorders are determined. In accordance with this classification, speech disorders are divided into two groups: violation of the means of communication and violations in the use of means of communication. Disorders of the means of communication include phonetic-phonemic underdevelopment and general speech underdevelopment (OHP).

Phonetic and phonemic underdevelopment of speech is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes. The following main manifestations of this condition are distinguished:

undifferentiated pronunciation of pairs or groups of sounds. In these cases, the same sound can serve as a substitute for two or even three other sounds for the child. For example, a soft sound pronounced instead of sounds with , h, w: "tyumka" (bag), "task" (cup), "chopper" (hat);

replacing one sound with another. Sounds that are difficult to pronounce are replaced by easier ones that are characteristic of the early period of speech development. For example, the sound l is used instead of the sound p, the sound f is used instead of sh. In some children, a whole group of whistling and hissing sounds can be replaced by sounds t and d: "tobacco" (dog);

mixing sounds. This phenomenon is characterized by the unstable use of a number of sounds in various words. The child can use sounds correctly in some words, and in others - replace them with those close in articulation or acoustic features. Thus, a child, knowing how to pronounce the sounds r, l or s in isolation, in speech utterances says, for example: “Storal is building a plank” instead of “The carpenter is planing a board” (5, p. 137).

Such violations indicate an underdevelopment of phonemic hearing (the ability to distinguish between phonemes), which is confirmed during the examination. The underdevelopment of phonemic hearing prevents the full implementation of the sound analysis of words. That is why at school age this group of children has insufficient prerequisites for learning to read and write.

Speech disorders in children of primary school age include various complex speech disorders in which the formation of all components of the speech system related to the sound and semantic side suffers. Under speech disorders in children of primary school age is understood the impaired formation of all components of the speech system in their unity (sound structure, phonemic processes, vocabulary, grammatical structure, semantic side of speech) in children with normal hearing and primary preserved intelligence.

Speech disorders in children of primary school age are heterogeneous in terms of developmental mechanisms and can be observed with various forms speech disorders. As common features, a late onset of speech development, a poor vocabulary, agrammatisms, pronunciation defects, and phoneme formation defects are noted. Violation can be expressed in varying degrees: from the absence of speech or its babble state to expanded speech, but with elements of phonetic and lexical and grammatical underdevelopment. Depending on the degree of violations of the formation of means of communication, OHP is divided into three levels. According to A.R. Luria, these levels of speech underdevelopment are designated as:

lack of common speech (the so-called "speechless children");

rudiments total or partial lack of speech lack of speech caused by damage to the muscles or nerves involved in pronunciation;

extended speech with elements of underdevelopment throughout the speech system.

Thus, the development of ideas about speech disorders in children of primary school age is focused on the development of correction methods for groups of children with similar manifestations of various forms of speech disorders. At the same time, it should be taken into account that speech disorders in children of primary school age can be observed with various CNS lesions and deviations in the structure and functions of the articulatory apparatus, i.e. in various clinical forms of oral speech disorders.

It is important to take into account the fact that for small speech activity the general cognitive activity of the child suffers. Speech in speech disorders is not a full-fledged means of communication, organization of behavior and individual development. Intellectual insufficiency and a limited stock of knowledge, observed in many children with speech disorders at various age periods, are thus of a secondary nature.

In some cases, children with speech disorders develop pathological personality traits, neurotic character traits. As a reaction to speech insufficiency, they have isolation, negativism, self-doubt, stress, increased irritability, touchiness, and a tendency to tears. Some children use speech only in emotional situations. Fear of making a mistake and causing ridicule of others leads to the fact that they try to get around speech difficulties, refuse to speech communication. Speech inferiority "turns off" the child from the children's team and with age more and more injures his psyche (21, p. 106).

1.3 Ways to correct speech disorders in children of primary school age, implemented in the learning process

Correction of speech disorders in children of primary school age should be carried out systematically in combination with the work of a speech therapist, psychologist.

Individual corrective work on setting up the correct sound pronunciation goes through the main stages of training: preparatory (working out preserved sounds, vowel sounds, a complex of articulatory gymnastics) - setting sounds (from lighter to complex) - automation and differentiation as sounds are set (isolated, in syllables, words, sentences, phrases). Speech correction should be carried out in parallel with the psychologist's classes, in which purposeful work is underway to correct mental processes: attention, memory, thinking, imagination, perception.

This area of ​​activity is aimed at the development of phonemic processes; the formation of skills in the analysis and synthesis of the sound-syllabic composition of words using the letters and terms studied by this time in the class; automation of delivered sounds, fixing sound-letter connections. This will form the readiness of students to perceive certain orthograms, the spelling of which is based on full-fledged ideas about the sound composition of the word. The main principle of correctional and developmental education of children with speech disorders is the simultaneous work on all components of the speech system (16, p. 69).

In the process of correcting speech disorders, it is necessary to fill in the gaps in the development of the vocabulary and grammatical structure of students' speech. This area of ​​activity will make it possible to clarify the meaning of the words available to children, to enrich the vocabulary both by accumulating new words related to various parts of speech, and by developing in children the ability to actively use various methods of word formation; clarify the meaning of the syntactic constructions used; to develop and improve the grammatical design of speech by mastering word combinations, the connection of words in a sentence, sentence models of various syntactic constructions.

Filling gaps in the formation of coherent speech is a backbone direction in the correction of speech disorders in children of primary school age. With its implementation, it is possible to sort out the skills of building a coherent statement, programming the meaning and semantic culture of the statement, develop logic, precise and clear formulation of thoughts in the process of preparing a coherent statement, in the selection of language tools, form practical ideas about the text, skills and abilities to analyze the text, improve skills and skills to carry out in the process of dialogue such statements as messages, motivation for action, obtaining information, discussion, generalization, proof, reasoning.

The basis of the teacher's activity in the correction of speech disorders in children of primary school age is the development of phonemic hearing and the improvement of the pronunciation abilities of students, which will allow:

to form phonemic perception, skills of sound-syllabic analysis and synthesis;

improve the lexical and grammatical structure of speech;

develop coherent speech;

to form spatio-temporal representations and concepts;

develop visual perception, speech attention and memory;

improve coordination of small movements of the fingers and hands;

assist students in mastering the skills of writing and reading, taking into account individual features;

create a basis for the successful mastery of spelling skills (11, p. 100).

Therefore, the teacher needs to carry out targeted work to develop phonemic hearing and improve the pronunciation abilities of students, using special tasks based on verbal and non-verbal material. The order of inclusion in the work of such tasks is regulated by the sequence of formation of phonemic processes in ontogenesis and can be represented as a set of successive stages:

the first stage is the improvement of auditory perception, sense of rhythm, auditory memory;

At the first stage, the teacher can use the following types of tasks:

after listening, invite the children to highlight and name not speech sounds(for example, household noises, street sounds, school sounds, the sound of musical instruments, etc.);

alternate the nature of actions or change the direction of movements, focusing on the volume or change in the tempo-rhythmic characteristics of the sound signal (drum, tambourine, claps);

memorize and reproduce the rhythmic pattern as accurately as possible by slapping, tapping or sketching;

listen to a series of sounds (for example, drum beats) and determine their number (show the number, clap the same number of times);

At the second stage, the content of tasks becomes more complicated and speech sounds are included in the work, with which children are invited to perform the following actions:

memorize and reproduce without errors a number of sounds (or syllables, words), starting with two or three elements and gradually bringing their number to six or seven;

select from a number of words that differ in one sound the word given by the teacher;

choose words that sound similar;

find an extra (different in one sound) syllable in the syllable row;

guess the vowel sound from the silent articulation.

The third stage of work is directly aimed at educating students in the skills of analysis and synthesis of the sound and syllabic composition of words.

The teacher suggests to the children:

isolate a given sound from a series of sharply contrasting sounds at first, and later sounds close in acoustic and articulatory features;

highlight the given sound against the background of the word (first, vowel sounds are highlighted in a strong position, i.e. at the beginning and middle of the word under stress, later consonants are explosive at the end, and slotted sounds are at the beginning of the word);

find a common sound in words;

select words with a given sound from the text;

come up with words with a certain sound on your own (come up with any words; come up with words - animal names, bird names, etc.);

distinguish sounds in words that are similar in sound or articulation;

determine the first and last sounds in the word named by the teacher;

determine the place of a given sound in a word (beginning, middle, end of a word);

determine and name the sequence of sounds in a word, their number, the place of each sound in relation to others (before which, after which sound is the given sound);

pick up words with a given number of sounds;

determine the number of syllables in the proposed words;

come up with words with a given number of syllables;

group pictures depending on the number of syllables in their names;

add different sounds, syllables to the same original syllable, so that new words are obtained each time;

divide the named words into syllables, syllables into sounds;

transform words by adding or changing one sound, rearranging sounds;

to compose words of different sound-syllabic structure from the letters of the split alphabet;

make word schemes and, conversely, pick up words for the schemes proposed by the teacher;

establish the relationship between the sound and sign composition of words (correlate the word and the image of the object; enter familiar letters in the word scheme; determine the entire word by individual letters), etc. (9, p. 86).

The work carried out in the specified sequence with children creates the conditions for the successful development of sound pronunciation. In turn, this will help clarify ideas about the sound composition of the language, and help consolidate the skills of phonemic analysis and synthesis. (3, p. 89)

reading and retelling of the text;

compiling stories.

At the lessons of the linguistic cycle, the teacher continues to teach literate writing by independently determining spelling by students in writing and solving the spelling tasks necessary for this; correction and development of spatial and temporal representations in children with various disorders of written speech during the transition from primary to secondary school.

By implementing these directions for the correction of speech disorders, children of primary school age will know and apply this knowledge in practical activities:

signs of vowels and consonants;

two ways to indicate the softness of consonants in writing;

studied parts of speech, their lexical and grammatical features;

graphic design of capital and small letters, in accordance with the norms of calligraphy;

signs of a phrase and sentence, the main members of the sentence;

what are single-root words;

concept text and its features.

do a complete sound-letter analysis of words;

perform syllabic analysis of words: divide words into syllables, determine the number of syllables in a word, highlight a stressed syllable, and a stressed vowel;

highlight the root in single-root words, select single-root words;

check unstressed vowels and paired consonants in the root with a change in the number and selection of single-root words;

practical use of various methods of word formation;

write prepositions separately with words;

on two grounds - meaning and question - to determine parts of speech: nouns, adjectives, verbs;

use new words correctly in sentences of various syntactic constructions (establish a connection between form and meaning;

extract sentences from solid text;

make sentences from words and phrases;

find the main members of the sentence;

answer questions in writing;

put punctuation marks at the end of the sentence, depending on the purpose of the statement and intonation;

convey: the essence of the exercises performed, the sequence of mental actions performed in a detailed statement;

determine the topic of the story, the main idea, the sequence and coherence of sentences;

plan a coherent statement;

select language means that are adequate to the intention of the statement;

formulate and ask questions independently;

respond with a full sentence to the question posed (9, p. 90).

The formation of speech is one of the main characteristics of the overall development of the child.

But more and more often, children with speech disorders enter the educational institution: alalia, aphasia, dysarthria, dysphonia, bradilalia, takhilalia, stuttering, rhinolalia, dyslalia, dysgraphia. Their main symptom is the presence of persistent specific errors.

Younger schoolchildren with speech disorders study in the classes of correctional and developmental education; therefore, it is necessary to talk not about the disorder, but about the difficulties of mastering speech.

During the development of speech, children must master several subsystems of their native language: phonetics, grammar, pragmatics.

As a rule, a child with speech disorders is very critical of his pathology, but one of the main dangers posed by speech disorders is the inhibition of intellectual development, because speech is one of the main intellectual tools. Severe forms of speech organization pathologies include dysarthria, alalia, anarthria caused by speech disorders associated with organic damage to the central nervous system.

In domestic science, two classifications of speech disorders are used: clinical-pedagogical and psychological-pedagogical. Speech disorders in children of primary school age are heterogeneous in terms of developmental mechanisms and can be observed in various forms of oral speech disorders. As common features, a late onset of speech development, a poor vocabulary, agrammatisms, pronunciation defects, and phoneme formation defects are noted. It is important to take into account the fact that with low speech activity, the general cognitive activity of the child suffers. Speech in speech disorders is not a full-fledged means of communication, organization of behavior and individual development. In some cases, children with speech disorders develop pathological personality traits, neurotic character traits. When correcting speech disorders in children of primary school age, it is important:

give students motivation;

to correct the sound pronunciation;

develop phonemic analysis and synthesis;

apply lexical and grammatical exercises;

develop coherent speech, non-speech processes, fine motor skills, reflexive analysis.

Classes with a teacher should be conducted on the basis of individual and differentiated approaches to fill in the gaps in the development of the sound side of speech.

In the process of correcting speech disorders, it is necessary to fill in the gaps in the development of the vocabulary and grammatical structure of students' speech, proof, reasoning.

The basis of the teacher's activity in correcting speech disorders in children of primary school age is the development of phonemic hearing and improving the pronunciation abilities of students. The teacher needs to carry out targeted work to develop phonemic hearing and improve the pronunciation abilities of students. the first stage is to improve auditory perception, sense of rhythm, auditory memory;

the second stage is the development of phonemic perception and the formation of clear phonemic representations;

the third stage is the formation of phonemic analysis and synthesis skills.

Correction of speech disorders in children of primary school age includes 6 areas of teacher activity:

development of phonemic hearing, analysis and synthesis;

differentiation of phonemes with acoustic-articulatory similarity;

differentiation of letters that have optical similarity, the composition of the word;

coordination, management, work with text;

reading and retelling of the text;

compiling stories.

Chapter 2. Experimental work to eliminate speech disorders in children of primary school age and ways to correct them in the learning process

.1 Findings from the ascertaining study

Our study took place on the basis of MBOU secondary school No. 15 in Maykop in the 4th "G" class, class teacher Nekhai S.R.

The study involved 12 schoolchildren, including 2 girls and 10 boys.

Our study was carried out in several stages: a stating experiment, a final experiment, a system of work aimed at correcting speech disorders in children of primary school age in the learning process.

At the ascertaining stage of the study, we determined the initial state of speech in children, namely the level of impairment and development of speech functions in children of primary school age.

We used such research methods as: analysis of school documentation, observation (in the classroom and after school hours), studying the level of speech development according to the method of M.R. Lvov, experiment.

We have identified a group of children with mental disorders. To do this, with the help of a psychologist and a medical worker of the school, we analyzed the medical records of schoolchildren, had a conversation with the class teacher and class teachers. After processing the material, we determined that out of schoolchildren of the 4th "G" class of correctional and developmental education, 10 schoolchildren have deviations in mental development.

The data of the ascertaining stage of the study, showing mental deviations in schoolchildren of this class, are presented in Table 1.

Table 1 - Mental deviations of schoolchildren

№ppF.I. Mental deviation 1A. D. Aphonia, dysphonia - the absence or violation of the phonation of the vocal apparatus. 2A. Z. Takhilalia - pathological - acceleration of the pace of external and internal speech. 3B. V. Tahilalia - pathological - acceleration of the tempo of external and internal speech. (Weak manifestation) 4D. Ya. Aphonia, dysphonia - the absence or violation of phonation in the pathology of the vocal apparatus. 5G. A. Dysarthria - a violation of articulate speech, that is, a violation of sound pronunciation. (Weak manifestation) 6D.D. Bradilalia - pathologically slow, but correctly coordinated speech with stretching of vowels, sluggish, fuzzy articulation. 7G. A. Bradilalia - pathologically slow, but correctly coordinated speech with stretching of vowels, sluggish, fuzzy articulation. 8I.I.Tahilalia - pathological - acceleration of the tempo of external and internal speech.9K. A. Bradilalia - pathologically slow, but correctly coordinated speech with stretching of vowels, sluggish, fuzzy articulation.10K. A. Dysarthria - a violation of articulate speech, that is, a violation of sound pronunciation.

It was found that 2 junior schoolchildren, which is 20% - dysarthria, 2 junior schoolchildren, which is 20% - aphonia, 3 students - bradylalia, which is 30%, 3 students - takhilalia, which is 30%.

We visualize the data in Figure 1.

Rice. 1 - Results of the application of the documentation analysis method

The data obtained are presented in table 2.

Table 2 - Results of applying the observation method

№ppF.I. Mental deviation 1A. D. Absence or violation of phonation due to pathological (organic or functional) changes in the vocal apparatus. He speaks either loudly or softly. During exciting situations: when answering at the blackboard, in a conversation with a teacher, a lack of voice is often manifested. The student is silent. In communication with peers, this condition rarely manifests itself.2A. Z. The student is accelerating the pace of external and internal speech. This acceleration is so great that. expressing this or that thought when answering in the lesson and outside it, the student goes astray, thoughts are mixed, fragmentary judgments and answers are made. In the written speech of a schoolchild, an acceleration of the tempo of inner speech is manifested in such a way that students do not write syllables, letters in words, skip words. When writing a presentation, he cannot connect thoughts into a single whole. 3B. V. The student has an acceleration of the tempo of external and internal speech. This acceleration is so great that when expressing this or that thought when answering in the lesson, and outside it, the student goes astray, thoughts are mixed, fragmentary judgments and answers are made. In the written speech of a schoolchild, an acceleration of the tempo of inner speech is manifested in such a way that students do not write syllables, letters in words, skip words. When writing a presentation, he cannot connect thoughts into a single whole. 4G. I. Absence or violation of phonation due to pathological (organic or functional) changes in the vocal apparatus. He speaks either loudly or softly. During exciting situations: when answering at the blackboard, in a conversation with a teacher, a lack of voice is often manifested. The student is silent. In communication with peers, this state is rarely manifested. 5D. A. The student's speech is fast, spontaneous, it does not always have a meaning that others can understand. A. The student's speech is slow, but correctly coordinated speech with stretching of vowel sounds, sluggish, fuzzy articulation. This acceleration is so great that when expressing this or that thought when answering in the lesson and outside it, the student loses his thoughts, thoughts are mixed, fragmentary judgments and answers are made. In the written speech of a schoolchild, an acceleration of the tempo of inner speech is manifested in such a way that students do not write syllables, letters in words, skip words. When writing a presentation, he cannot connect thoughts into a single whole. 9K. A. The student's speech is slow, but correctly coordinated speech with stretching of vowel sounds, sluggish, fuzzy articulation. 10K. A. The student's speech is fast, spontaneous, it does not always make sense that others can understand.

Further, for a more accurate diagnosis of the speech development of schoolchildren with mental developmental disabilities, we applied diagnostics using the M.R. Lvov. Lvov M.R. He identifies seven criteria for speech:

Logic.

Accuracy.

Linguistic correctness of speech.

Clarity.

Communicative expediency.

expressiveness.

Task 1. Distribute the sentences yourself in their logical sequence (the sentences can be supplemented in your own words).

Autumn. 2. Children plant young trees. 3. Children dig holes along the street. 4. Spring. The trees are green. 5. Adults hammer stakes into the ground around the planted trees.

The levels of definition of speech disorders are:

So, the student A.D. did the job like this:

Autumn. Children are digging holes along the street. Adults hammer stakes into the ground around the planted trees. Children plant young trees. Spring. The trees are green.

K.A. wrote the following:

Autumn. Children are digging holes along the street. Adults hammer stakes into the ground around the planted trees. Children plant young trees.

Spring. The trees are green.

The students were then asked to share what they did. K.A. spoke slowly, but correctly coordinated speech with stretching of vowels, sluggish, indistinct articulation. They offered the student to strive to speak clearly, to hurry up, outlining the plan of expression.

I.I. accelerated the pace of external speech and this corresponded to internal speech. This acceleration was so great that when expressing a thought, the student loses his thoughts, thoughts are mixed up, fragmentary judgments and answers are made.

In the written speech of the schoolchild, the acceleration of the tempo of inner speech manifested itself in such a way that the student has unfinished syllables, letters in words, skips words.

Summarizing the results obtained, we present Table 3.

Table 3 - Diagnostic data of the ascertaining experiment after applying the M.R. Lviv

No. ppFI.I. Experiment-stating stage 1A. D. medium 2A. Z.medium3B. V.medium4G. I.medium5G. A.medium6D.L.low7F. A.high8I.I.low9K. A.high10K. A. low

The data of the ascertaining experiment showed that high level development of speech of schoolchildren with speech deviations in 2 students, which is 20%. This is manifested in the fact that content is traced in the child’s speech, the student builds his sentences in speech consistently, logically, accurately, and also uses expressive words, phrases in his speech, answering questions expediently and clearly.

Average level 5 students, which is 50%. In the speech of children, communicative expediency, clarity can be traced, but there is no meaningfulness, logic, consistency.

3 students have a low level, which is 30%. These students lack accuracy in writing. In the child's story, logic, clarity, communicative expediency, linguistic correctness of speech, expressiveness, clarity are not traced. And also in his speech, the child uses simple not complex sentences.

The next stage of our research is the application of the lessons of the Russian language developed by us, literary reading, mathematics, the world around, aimed at correcting speech disorders of younger students, as well as the performance by students of oral and written exercises aimed at developing speech, in the extended day group.

The peculiarity of our work is that we combined the work on the correction of speech disorders of younger students. This means that along with the work carried out in the lessons of the Russian language, literary reading, a speech therapist is carrying out corrective work to correct children's speech disorders in the process learning activities. The content of the work will be discussed in the next section.

2.2. The system of work to eliminate speech disorders in children of primary school age and ways to correct them in the learning process

During the internship, we carried out the work of correcting speech disorders in children of primary school age in the learning process.

In this regard, we have selected a set of exercises aimed at meaningfulness, consistency, accuracy, expressiveness, pronunciation, and the correctness of children's speech.

We carried out this work in the lessons of the Russian language, literary reading, mathematics, and the world around us. Each lesson included the following tasks:

The tasks of the first group, aimed at developing such qualities as: accuracy, consistency and communicative expediency, linguistic correctness, include the following exercises:

Compose a text about a bird according to a drawing or tell about your bird (orally).

In the picture, the bird is a crossbill. It is large, with yellow feathers. Beautiful.

Make up two sentences from the words.

I, on a tree, saw, pecked, a crossbill, strong, he, with a beak, a bump.

J.A. “I saw a crossbill on a tree. He pecked at the bump with a strong beak.

I.I. “On a tree, a crossbill pecked a bump with its beak. I saw".

In the spring, in, bathe, sparrows, puddles.

All the children wrote correctly: "Sparrows bathe in puddles in spring."

Make another sentence about sparrows to make a text. Write it down.

The following proposals were received:

“They like it”, “They enjoy it”, “Other sparrows look at them and repeat.”

Goats and sheep grazed in the meadow, they plucked the grass.

All the children wrote correctly: “Goats and sheep were grazing in the meadow. They were cutting grass."

Make up a story with pictures. How would you name it?

Consider the drawing. Title it. Tell me what's going on with the animals.

J.A. wrote and said:

The picture shows elephants: mother and child. They follow each other. They are good with each other. They are happy.

B.V. “The picture shows animals elephants. They are relatives. They walk along the vale. They are calm."

D.D. “There are elephants in the picture. They walk around the site to no avail. Just".

Read the text.

Olya was often sick. And her school friend Lena grew up smart and strong. The girls wondered why? Every day Lena starts with exercises. In winter he goes skiing and skating. Lena decided to help Olga become strong.

Prepare a continuation of the text about how Lena will help Olya. Write two sentences and tell what happened.

T.A. "And in this case, assistants appeared - all the other children of the class."

I.I. “Olya also wanted to be healthy and repeated everything after Lena.”

Other types of work implemented in the Russian language lessons aimed at correcting speech disorders in children of primary school age in the learning process are presented in Appendix 1.

Free writing - write what you want!

The following compositions were obtained, which the children then read out and told:

Late fall.

Golden autumn is long gone. All the leaves have fallen off, the trees are bare. The wind whistles through the branches.

There are already frosts at night, in the morning there is ice on the puddles. Starlings and rooks flew south. Birds with red breasts appeared on the bushes: these are bullfinches. People walk around in warm coats and mittens. Winter is not far off.

Our Murka.

Our Murka has a mustache. Soft paws, warm coat. I gave Murka milk. Murka is full. She curled up, but does not sleep, looks.

. "My diary" - write about what you just remembered.

Autumn came to us bright and quiet ... She put away the birch in a golden dress. And the birch rejoiced and did not notice how short-lived this dress was, how it crumbled leaf after leaf, until finally all naked on its golden carpet remained. Fascinated by the autumn, she was happy and meekly shone all over ...

"Fantasy picture" - describe in words a picture that does not exist, that only you see in your imagination. If the writing is fresh and expressive, the words can be translated into a drawing.

Meeting with the house.

Spring has come, and the cheerful starling has returned home. He was very happy about this. His friends rejoiced with him. They sat on an old tree and talked loudly about how they lived in warm countries and how good it was at home. The old tree also rejoiced at the arrival of its friends. It was in agreement that home is better.

For example. For the lesson, we prepared several cubes of various materials, an apple, a heavy weight, a Christmas tree decoration, and transparent glass. The work began with showing the students a blue cube.

Teacher: What do you see in my hands?

Students: Cube.

Teacher: What can be said about this cube.

Pupils: It is small, blue, made of plastic.

Teacher: Right. What you said about the cube and what you wrote down are the properties of the cube. What other properties of the cube can you name?

Some of the guys could not name the properties of the cube yet, they took an apple and showed it to the children, etc. with other objects. Children were convinced that the properties of objects can be called a lot.

The children were given the following tasks:

What are the similarities and differences:

expressions: 6 + 2 and 6 - 2; 9 × 4 and 9 × 5; 6 + (7 + 3) and (6 + 7) + 3;

numbers: 32 and 45; 32 and 42; 32 and 23; 1 and 11; 2 and 12; 111 and 11; 112 and 12 etc.

equalities: 4 + 5 = 9 and 5 + 4 + 9; 3 × 8 = 24 and 8 × 3 = 24; 4 × (5 + 3) = 32 and 4 × 5 + 4 × 3 = 32; 2 ×(7 × 10) = 210;

task texts:

Kolya caught 2 fish, Petya - 6. How many more fish did Petya catch than Kolya?

Kolya caught 2 fish, Petya - 6. What time did Petya catch more fish than Kolya?

geometric shapes:

speech disorder child correction

equations: 3 + x = 5 and x + 3 = 5; 10 - x = 6 and (7 + 3) - x = 6; 12 - x = 4 and (10 + 2) - x = 3 + 1;

computation tricks: 9 + 6 = (9 + 1) + 5 and 6 + 3 = (6 + 2) + 1

When children made sentences, they tried to focus their attention on the correctness of speech and self-control.

The following types of work were used in the "World around" lessons:

Lesson of correction of speech disorders ( the world).

Subject. Wild animals and their cubs.

Purpose: To clarify knowledge about wild animals and their cubs, the formation of accurate, literate speech.

Educational:

To consolidate knowledge about seasonal changes in nature in autumn.

Learn to name wild animals and their babies.

Correction-developing:

Fix terminology: word, sentence.

Activate the vocabulary of students through words denoting the names of wild animals and their cubs.

Fix in speech words denoting spatial representations (after, before); temporary representations (YEAR, SEASON, MONTH, DAY OF THE WEEK, TIME OF DAY, DATE).

Improve the grammatical structure of the language (coordinate the noun and the numeral, change nouns according to numbers and gender).

Educational:

Cultivate an interest in the environment.

Material and equipment: Table "Time", illustrations "Wild animals", "Wild animals and their cubs", cards "father-mother", "one-many"; numbers 1,3,5; couples game.

Preliminary work:

looking at pictures, talking about the wild animals of our forests, reading stories about wild animals;

work on this topic in the classes of productive activities.

Lesson progress:

Organizing time.

Now we have a lesson in the development of speech and the world around us.

In the lesson we will learn to name wild animals and their cubs, we will repeat about seasonal changes in nature in autumn.

Examination homework.

1 Updating knowledge. Working off spatial representations, the use of words after, before.

What season is it now?

Now the season is autumn.

What season was before autumn?

It was summer before autumn.

What season comes after autumn?

After autumn comes winter.

2 Check your homework.

Tell what seasonal changes occur in nature in the fall?

Winter came. The sun shines little. The day is shorter, the night is longer. The sky is cloudy, it's raining, it's snowing. There is snow on the ground. The wind blows. Trees without leaves, in the snow. Coniferous trees remain green. Birds have flown to warmer climes.

W.: - You told everything correctly. What is winter now?

3 Articulation gymnastics.

Tongue for a walk.

The squirrel gnaws nuts.

Calendar minute. Working out temporary concepts.

Tell me about today's plan.

YEAR, SEASON, MONTH, DAY OF THE WEEK, TIME OF DAY, DATE

Preparation for studying the topic of the lesson.

1 Seasonal changes in the life of animals.

How do animals prepare for winter? Molting, coloring, stockpiling, looking for a place to hibernate.

Teacher summary.

2 Introduction by the teacher.

All animals prepare for winter the same way. One animal has a special event in autumn. What special event and from whom you will find out later. Now guess what animals we will talk about in the lesson.

Get to know the animal. What words helped to recognize the animal? (teacher highlights the clue word with his voice). Students explain which word helped the animal to recognize.

Finger exercises (hare, wolf, hedgehog, squirrel, fox).

Gray, shy, short-tailed, long-eared, winding ... ... Hare.

Grey, predator, angry, howls, prowls…….. Wolf.

Gray, prickly, runs, snorts ... ... Hedgehog.

Agile, nimble, jumping, making reserves .... Squirrel.

Sly, fluffy, red, sneaking ... .. Fox.

Shaggy, clumsy, waddling, hibernation…. Bear.

4 Fixing the image of wild animals. Working with illustrations.

Read the words for animals. (Propaedeutics of reading, reading using subscripts). Choral reading.

What words did we read?

Words for animals.

What are these animals?

These are wild animals.

What do we know about wild animals?

Wild animals live in the forest, man does not take care of them.

5 The teacher's story about the hare.

Now you will find out which animal has a special event in autumn.

The hare is a special animal. Three times a year he has rabbits: the first in April, the last in August, September. And they call them - leaf fall.

Message about the topic and purpose of the lesson.

Lesson topic:

Wild animals and their cubs. (Intonational pronunciation of the sentence).

Before studying, we will gain strength, perform a physical education minute.

Fizkultminutka. (Imitation)

Bunny gray sits

And wiggles his ears.

It's cold for a bunny to sit

You need to warm up your paws.

It's cold for a bunny to stand

Bunny needs to jump.

Someone scared the bunny

Bunny - jump - and ran away.

Hares took by the sides,

Hopak danced.

The ducks have arrived

Played the tunes

Oh what a beauty

They played flute.

Related work

Wild animals are very caring parents. They build dwellings, feed their cubs, teach them, protect them. As in any family, cubs of wild animals have fathers and mothers. What are the parents of wild animals called?

1 Naming female and male wild animals.

We will learn to name wild animals.

Card work. DAD MOM.

Model: father hare mother hare.

Individual speaking.

Bunny hare. Bear bear.

Hedgehog. Fox - fox (fox).

Wolf she-wolf.

Consolidation, choral pronunciation.

Who did we learn to call?

2 Formation of a visual image of an adult animal and a cub.

Illustrations "Wild animals and cubs".

Consider illustrations of mother and cubs.

Who do the babies look like?

The cubs look like their mother.

Illustrations of body parts.

Let's name the parts of the body of an adult and a cub.

Model. An adult has ears. The baby has ears.

Choral speaking.

paws

ponytail

Naming baby animals.

1. Coordination of a noun and a numeral.

Game number and word. Finger gymnastics. Fingers greet.

Wild animals have not one, but many cubs.

One... wolf cub.

Three… wolf cubs.

Five ... cubs.

Fizkultminutka.

On a hot day through a forest path

(Children calmly walk in a circle one after another.)

The animals went to the watering place.

A fox cub crept behind the mother fox,

(Sneaking on toes.)

A hedgehog was rolling behind the mother-hedgehog,

(Squat, slowly move forward.)

A bear cub followed the mother bear,

(They walk around.)

The squirrels jumped after the mother-squirrel,

(Jumping around.)

Rabbits jumped after the mother hare,

(Jump on straight legs.)

The she-wolf led the cubs,

(walking in place.)

All mothers and children want to get drunk.

(Face in a circle, make tongue movements - lap .)

Consolidation.

1 Game "Lost Babies"

The parents take care of the kids. But children are not always obedient, often indulge and even sometimes run away from their parents, not understanding what danger they themselves are exposed to. During the game, we will check how we learned the material of the lesson.

Help the little ones

The children lost their mothers.

without parents, alone

They will get into trouble.

Help the kids!

Hurry up and find mom!

Exercise. Form mother-calf pairs. Say the answer in two ways.

Work in pairs. Examination.

Couples answers.

Model. Answer with an offer. The fox has a fox. Fox cub fox.

1st. The bunny has a bunny. 2nd Cub of a hare hare.

1st. The bear has a cub. 2nd bear cub cub.

1st. The she-wolf has a cub. 2nd Cub of a wolf cub.

Kids and moms are happy -

Together again, together again.

And for the help of all the guys

The kids are grateful!

Summary of the lesson.

Name the topic of the lesson.

Wild animals and their babies

What did you learn in class?

Learned to name the cubs of wild animals.

What do baby wild animals look like?

The cubs are similar to their parents, only smaller.

Which animal has babies in the fall?

Homework.

Sheets with silhouettes of cubs of wild animals.

Repeat the name of the adult and the cub, decorate.

The results of this work will be discussed in the next section.

2.3 Findings from the final study

At the stage of the final experiment, we determined the state of the phenomenon under study after the lessons, that is, the level of speech development of children with mental disabilities. During the lessons, the students were observed. In addition, they offered schoolchildren to complete a task that determined the ability of children to build their speech from the standpoint of logic, consistency, accuracy, etc.

Distribute the sentences yourself in their logical sequence (sentences can be supplemented in your own words).

Walk.2. Children communicate with each other. 3. Children play in the oven.4. Spring. Trees turned green.5. Adults hammer stakes into the ground around the planted trees.

The criteria for determining the level of speech development are:

High level: the exercise is performed correctly.

Intermediate level: exercise completed. The student made 1-2 mistakes.

Low: Exercise completed. The student made 3 or more mistakes.

As a result, we obtained the data presented in Table 4.

Table 4 - Diagnostic data of the intermediate experiment after applying the M.R. Lviv

№ppF.I.ExperimentFormative stage 1A. D. medium 2A. Z.medium3B. V.medium4G. I.medium5G. A.medium6D.L.low7F. A.high8I.I.low9K. A.high10K. A. low The data of the final experiment showed that a high level of development of the speech of schoolchildren with speech disorders in 2 students, which is 20%.

The average level of 6 students, which is 60%.

2 students have a low level, which is 20%.

After the work done, we, having interpreted the results of the study, compared the results of the ascertaining and final stages of the experiment. The results showed a positive trend in the activation of the function of the speech apparatus, the children became more active, communication skills improved and behavioral reactions became more stable. The data of the ascertaining and final stages of the experiment are shown in the diagram, fig. 2.

Rice. 2- Comparative analysis ascertaining and final experiment to determine the level of speech development

Conclusion

In the psychology of speech, the following types of speech activity can be distinguished: internal and external. External speech includes oral (dialogical and monologue) and written speech. Let us consider these types of speech activity in more detail.

Internal speech - various types of use of language (more precisely, language meanings) outside the process of real communication.

There are three main types of inner speech:

internal pronunciation - “speech to oneself”, preserving the structure of external speech, but devoid of phonation, i.e., pronunciation of sounds, and is typical for solving mental problems in difficult conditions;

Actually, internal speech, when it acts as a means of thinking, uses specific units (a code of images and schemes, an objective code, objective meanings) and has a specific structure that is different from the structure of external speech:

internal programming, ie. the formation and consolidation in specific units of the idea (tin, program) of a speech statement, the whole text and its meaningful parts.

In ontogenesis, inner speech is formed in the process of internalization of external speech.

Written speech - verbal (verbal) communication with the help of written texts. It can be both delayed (for example, a letter) and direct (exchange of notes during a meeting). Written speech differs from oral speech not only in that it uses graphics, but also in grammatical (primarily syntactic) and stylistic respects - syntactic constructions typical of written speech and functional styles specific to it.

Depending on the level of damage to the speech system, speech disorders are divided into the following forms:

aphasia - the disintegration of all components of speech as a result of damage to the cortical speech zones;

alalia - systemic underdevelopment of speech as a result of damage to the cortical speech zones in the pre-speech period;

dysarthria - a violation of the sound-producing side of speech as a result of a violation of the innervation of the speech muscles. Violations of the phonation of the utterance include:

dysphonia (aphonia) - a disorder (or absence) of phonation due to pathological changes in the vocal apparatus; dysphonia is manifested in violations of the strength, height and timbre of the voice;

bradilalia - a pathologically slow rate of speech, manifested in the slow implementation of the articulatory speech program;

takhilalia - a pathologically accelerated rate of speech, manifested in the accelerated implementation of the articulatory speech program;

stuttering - a violation of the tempo-rhythmic organization of speech, due to the convulsive state of the muscles of the speech apparatus;

dyslalia - a violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus (synonyms: defects in sound pronunciation, phonetic defects, shortcomings in the pronunciation of phonemes).

When correcting speech disorders in children of primary school age, it is important:

give students motivation;

to correct the sound pronunciation;

develop phonemic analysis and synthesis;

apply lexical and grammatical exercises;

develop coherent speech, non-speech processes, fine motor skills, reflective analysis.

The study was carried out in several stages, ascertaining and final experiment, a system of work aimed at correcting speech disorders in children of primary school age.

At the ascertaining stage, we determined the initial state of the phenomenon under study, namely the level of speech impairment and development of schoolchildren.

Carrying out the ascertaining stage of the experiment to determine the level of development of students' speech, the students were given the task to distribute the sentences in their logical sequence.

The students were then asked to share what they did. The next stage of our research is the implementation of the system of lessons of the Russian language, literary reading, mathematics, the world developed by us, aimed at correcting speech disorders of younger students, as well as the performance by students of oral and written exercises aimed at developing speech in the extended day group.

The peculiarity of our work is that we combined the work on the correction of speech disorders of younger students. This means that along with the work carried out in the lessons of the Russian language, literary reading, the speech therapist carries out corrective work to correct children's speech disorders in the process of educational activities.

Correctional work was carried out on the basis of certain tasks: the tasks of the first group aimed at developing such qualities as: accuracy, consistency and communicative expediency, linguistic correctness include the following exercises:

Compose a text about a bird according to a picture or tell about your bird Make two sentences from words.

Make up a sentence from the words and write it, dictating to yourself in syllables.

Read. Make up two sentences from the words.

Consider the drawing. Title it. Tell me what's going on with the animals.

tasks of the second group of exercises are aimed at developing expressiveness, richness, clarity of speech, the following exercises are included:

Read the text.

Prepare a continuation of the text.

In the lessons of literary reading, the following types of work were used:

Free writing - write what you want!

. "My diary" - write about what you just remembered.

In mathematics lessons, to correct speech disorders in children of primary school age, the following types of work were used in the learning process:

for the lesson, we prepared several cubes of various materials, an apple, a heavy weight, a Christmas tree decoration, and transparent glass. The work began with showing the students a blue cube.

when children made sentences, they tried to focus their attention on the correctness of speech and self-control.

At the stage of the final experiment, we determined the state of the studied phenomenon after the lessons.

According to the study, it was found that the work aimed at correcting speech disorders in children of primary school age in the learning process is effective.

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.Khvattsev M.E. Speech therapy / M.E. Khvattsev. - M., 1989. - 307 p.

.Yaremenko B.R. Minimal dysfunctions of the brain in children / B.R. Yaremenko, A.B. Yaremenko, T.B. Goryainov. - St. Petersburg: Salit-Dean, 1999. - 264 p.

Application

Consider the drawings. Write a text on the topic "We love sports."

Make four sentences from these words. Write.

There is a theater in Moscow, amazing.

On stage, bears, monkeys, foxes, elephants perform.

A lot, brings, meeting, joy, with animals, to children.

Actors, Natalya Yuryevna Durova, cooks.

Read the beginning of the story.

A puppet master lived in a fabulous city. He made wonderful toys.

One day he came to the master ....

Think of a sequel to the story.

Compose a text of three to four sentences on the topic "Woodpecker is a useful bird." Start the text with a sentence: No wonder the woodpecker is called the forest doctor! Write text.

Read and compare two headings: "Our class", "Our class is friendly." Are they the same or different from each other? Explain.

Compose text using one of the headings. Write three or four sentences.

Make up a story based on the picture. (You can use key words)

Key words: play, hoop, follow, two teams, deftly.

Climb, fell, saddened, carefully.

We used these types of classes in the extended day group.

We offer lessons developed by us aimed at developing the speech of schoolchildren with deviations in mental development.

Topic: poem "Physical Education" by E. Moshkovskaya.

educational task: to teach children to read the poetic text correctly and consciously; to form the ability to observe the power of the voice and the rhythm of speech in accordance with the punctuation marks at the end of sentences and the meaning of the work of art.

Correction-developing task: correction of analytical and synthetic activities; formation of the simplest generalizations; development of clarity of pronunciation; vocabulary enrichment; development of coherent oral speech.

Educational task: fostering a positive attitude towards healthy lifestyle life; formation of understanding of the importance of physical education lessons in the life of every person.

Equipment: reading books, ball, rope, hoop, ruler.

During the classes:

Organizing time.

Checking homework. It can start with questions like:

What is the name of the poem that we met in the last lesson?

Is it difficult to learn to write? Where does learning to write begin? How is this described in the poem? Read these lines from a textbook or as a keepsake.

Preparing for the perception of a new work. Conversation
based on the personal experiences of the students. Guys, name the lessons that are in your school schedule.

Which lesson do you like the most? Why?

In which lesson are you allowed to jump, jump, throw the ball?

Now I will show you the objects, and you will say which of the objects is superfluous. Explain why you think so.

Say what ball games you play in PE class. What is the hoop for? What other subjects do you use in physical education class?

Now I will read you a poem by Emma Moshkovskaya, which is called "Physical Education". Listen to this poem and answer the question: “Why do you need to do physical education?”

Expressive reading of the poem by the teacher. Students' answers to the question posed by the teacher before the primary perception of the text by the students.

Preparatory work to reading.

a) Speech exercise. The teacher addresses the students:

Guys, now I will say sentences, and you will repeat them after me. Be careful, you need to repeat not only correctly, all words must be pronounced loudly, clearly.

Hooray-hooray-hooray - a lesson in physical culture! (3 times) URU-URU-URU - we love phys-cul-tu-ru! (3 times) Hooray-hooray-hooray - we are doing physical-cul-tu-roy with you! (3 times)

b) Reading from the textbook (“Read correctly”).

Reading a poem by students and analyzing what they read
text. Name the physical exercises that are mentioned in the poem.

Say what the expression "legs wider than shoulders" means. Explain it in your own words.

Show this exercise.

How can you say differently "running at the back of each other's head"?

Read the last four lines.

Explain what the expression "Our all diseases all climbed out the window" means.

Why do you need physical education? Why, if you go in for physical education, you will be a healthy person?

Physical break. It can be done in different ways: or
repeating after the teacher both the movements and the lines of the poem,
or performing only movements. We all do exercises We need to sit down and stand up. (Squats.)

Stretch your arms wider - (Spread your arms to the sides.)

One two three four five. (Hands down.)

Bend over - three, four - (Tilts to the sides.)

And jump in place. (Jumps in place.)

Re-reading the text "Physical Education" by students with the installation of a loud and rhythmic pronunciation of the words of the poem.
The teacher says: Get ready to read the poem.

Generalizing work. First, students should be asked to look at the illustration in the textbook. Then they must
answer the questions: Who do you see in the picture?

What is the name of the room where the children are?

What are the children doing? How is this described in the poem?

Who is depicted as clouds flying out the window? Support your answer with lines from the poem.

Why do you think medicines fly out the window along with diseases?

What should you do to never get sick? Is it possible to be healthy if you do physical education only in the classroom at school? Why? What else needs to be done? Tell me about how you exercise at home free time, on a rest.

10. The results of the lesson.

What is the name of the poem we are reading today?

Did you like this poem? What did you especially like about this poem?

Tutoring

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Methodical development. Development and correction of speech in children of primary school age.

Lesson 1.

1. Game "Who can get to the fastest..."

The purpose of the game: to expand the child's vocabulary, and the development of speech in general.

Conditions: Players stand side by side, agree on where the finish will be (at a distance of 8-10 steps). And they discuss the theme of the steps. For example "Polite words". Each child can take a step only by naming some polite word. We give a minute to think and "Start!"
Other topics: Everything is round, Everything is hot, Everything is wet. "Tender words for mom." "Words of consolation", etc.
Option: Children stand in pairs opposite each other and take steps towards. The conditions of the game are the same: a step can be made only by saying the right word.

2. Exercise "Word game".

Goal: vocabulary development

Task number 1.
"Name as many words as possible for fruits" (vegetables, trees, flowers, wild and domestic animals and birds, toys, tools, furniture, professions, etc.).

Task number 2.
"Now I will give you words, and you will tell me what this item can do.
A blizzard - sweeps, and thunder - ..., wind - ..., and snow - ..., rain - ..., and sun - ...".

Do not forget to ask with each answer: "What else does the sun do, it does not only shine?" Have the child pick up as many action words as possible.

Then you can repeat the same game in reverse: "Who flies? Who swims? Who hammers nails? Who catches mice?"

3. Exercise. "Sign".

Task number 1.
"Tell me, if the object is made of iron, what is it called, what is it?"

iron -
paper -
tree -
snow -
fluff -
glass -

Task number 2.

"Name another object as white as snow."
(As narrow as a ribbon; as fast as a river; as round as a ball; as yellow as a melon.)

Task number 3.

"Compare:

to taste - lemon and honey, onion and apple;
by color - carnation and chamomile, pear and plum;
in terms of strength - rope and thread, stone and clay;
in width - a road and a path, a river and a stream;
in height - a bush and a tree, a mountain and a hill.

Lesson 2.

1. Exercise: "Who what?" (drawing up proposals for various models).

Purpose: development of the grammatical structure of speech.

Assignment: "Try to make a sentence that says Who? What is doing? What?

For example: The cat laps milk "".
Who? What is he doing? What? How? (The gardener waters the flowers with water)
Who? What is he doing? What? To whom? (Girl sews a dress for a doll)

2. Game: "Journey"

Target:expanding the child's vocabulary

One says: "Our ship is going to ... for example, to India. What will we take with us?" Someone asks: "What letter?". "On the letter" K "! ". The first one starts and says: "We take a cat!" Another: "Cacti!". "Pots!" If a lot of words have already been said for this letter, you can continue like this: "The first deck is already occupied. Let's fill in the next one, with the letter "P".

Another option is Travel.

Prepare sets of cards with letters. One identical for each. We draw a steam locomotive with wagons. On each trailer we write a large letter of the alphabet. (You can draw other transport).
We set a task. For example, today we are going to the sea. We take our places. Who will go with us? What will we take with us? One says: "A giraffe will go with us" and puts a card with the letter "Ж" on the trailer with the corresponding letter.

The next one says: "And I'll take the TV with me" and puts a card with the letter "T" on the trailer with the letter "T".

3. Exercise: "Charging for the tongue"

Purpose: development of the muscles of the articulation-speech apparatus.

Conditions: Sit opposite the child and, uttering the appropriate words, perform the described actions. The kid first looks, then tries to repeat.

I was going to walk the language:
(open mouth)
He washed
(with the tip of the tongue quickly run over the upper teeth)
combed my hair,
(swipe the tongue between the upper and lower teeth several times, stick it forward and hide it back)
Looked at the passers-by
to hold tongues on the lips - "lick")
Turned right, turned left
(turn tongue in the indicated direction)
Down fell, climbed up,
(lower tongue down and up)
Once - and disappeared in the mouth.
(hide tongue in mouth)

Lesson 3.

1. Exercise: " What does the expression mean?" or "Proverbs".

Purpose: developing an understanding of meanings set phrases: phraseological units, proverbs, sayings.

Proverbs:

1. "The work of the master is afraid."
2. "Every master in his own way."
3. "Jack of all trades".
4. "The tailor will spoil - the iron will make amends."
5. "The potato is ripe - get down to business."
6. "Without labor, there is no fruit in the garden."
7. "What is the care, such is the fruit."
8. "More action - less words."
9. "Every person is known by the work."
10. "There is grief - grieve, there is work - work."
11. "To live without discipline is not good."
12. "Earned bread is sweet."
13. "He who has skill, he acts cleverly."
14. "Without a beginning there is no end."
15. "Without order, there is no sense."
16. "You can't buy gingerbread without work."
17. "The eyes are afraid - the hands are doing."
18. "In order not to make a mistake, do not rush."
19. "Without labor there is no good."
20. "Work is the best medicine."
21. "Patience and work will grind everything."
22. "If you read books, you will know everything."
23. "A house without a book, that without windows."
24. "Bread nourishes the body, but the book nourishes the mind."
25. "Where there is learning, there is skill."
26. "Learning and work live together."
27. "Learning is light, and ignorance is darkness."
28. "Respect the teacher as a parent."

2. Exercises: " Make up a phrase "(formation of sentences from words).

Task number 1.

thorny bush, forest lake".

Task number 2.

1. Smoke, goes, pipes, out.
2. Likes, teddy bear, honey.
3. Stand, vase, flowers, c.

Task number 3.

Assignment: "Now I will read you a story. But some words are lost in it. Try to guess which".

1. Silence reigns in dense _____. Black ________ blotted out the sun. The birds are silent. Here comes _______.

2. Winter. All paths are covered with fluffy _______. Smooth _______ dressed the river. The guys built a high __________. _______ sleds are rushing fast. A sharp _______ hits children in ______. Frost pinches _______. ________ are not afraid of the cold. Their _______ are burning with joy.

3. The weather is hot: the sky is _______, the sun is shining _______. Kolya and Olya go for a walk in the field ______. They listen to the singing of little ________ there. They collect _______. Suddenly the sky becomes dark, it is covered with large ________. Small children are in a hurry to return ____. But before they could arrive, ______ broke out. The children were afraid of ________ thunder. They knocked on one ______ to hide from a strong _______, since they do not have ________ with them and their clothes are completely _______.

Task number 4.

"Listen to the sentences and say if everything is correct in them."

In winter, apple trees bloom in the garden.
Below them was an icy desert.
In response, I nod my hand at him.
The plane is here to help people.
I soon succeeded in my car.
The boy broke the ball with glass.
After the mushrooms, there will be rain.
In the spring, the meadows flooded the river.
The snow was covered with a lush forest.

"How should the proposal be corrected?"

Lesson 4.

1. Exercise: "Words-buddies" (an exercise on synonyms).

Purpose: development of vocabulary, grammatical skills.

Task number 1.

"What do you think, how else can you say about a sad person?" (Sad)
"Valuable - what is it? Hard - what is it?"

Task number 2.

"What word can replace the word "horse"? The word "doctor", "cup", "food"?

Task number 3.

"Which word is superfluous, does not fit with other words? Why?"

Sad, sad, sad, deep
Brave,voiced , courageous, courageous
Weak, brittlelong , fragile
Strong,far , durable, reliable

If the child does not understand the meaning of a word, explain it.

Exercise "Words-enemies" (exercise on antonyms).

Task: "Say the opposite:

cold, clean, hard, thick;
dull, wet, older, light;
spacious, enemy, top, lose;
raise, day, morning, spring;
winter, tomorrow, early, close;
low, rarely, slowly, joyfully;
dark, sat down, took, found;
forgot, dropped, littered, straightened.

2. Game "Continue row"

Purpose: development of the ability to change words according to anology

People - people, children - ...
Son - daughter, grandson - ..., nephew - ...
A team of horses - equestrian, a team of dogs - ..., a team of deer - ...
Tundra - deer, jungle - ..., desert - ...
Sleepers - wooden, rails - ...
The passenger entered the car, the passenger goes to ..., the passenger leaves ..., the passenger stands next to ...
Boat - boat, boat - ..., ship - ..., steamer - ...
A pilot is an airplane, a helicopter pilot is ..., an astronaut is ...
Sugar - in a sugar bowl, butter - in ..., bread - in ..., salt - in ...
Spoon - spoons - many spoons, fork - ... - many ..., knife - ... -
a lot of …

Lesson 5.

1. Exercise:"Make up a new word."

Target:development of sound-letter perception and sound-letter analysis

Exercise 1 : "I will now give you a word, and you try to change the second sound in it so that you get a new word. Here, for example: house - smoke."
Words for change: sleep, juice, drank, chalk.
Words for changing the first sound: dot, bow, varnish, day, pedal, layout.
Words for changing the last sound: cheese, sleep, bitch, poppy, stop.

Task 2 : "Now we will compare words. I will say two words, and you will decide which one is longer. Just remember that you need to compare words, not the things they stand for. You know that a word is not thing. Here, for example, the word "nose". You can say it, or you can write it - but you can't breathe with it, it's just a word. But you can breathe with a real nose, but you can't write or read it."

Comparison words:

table - table, pencil - pencil, antennae - mustache, dog - dog, tail - tail, snake - snake, worm - worm.

2. Game: "Snowball".
Goal: vocabulary development, grammatical skills development

Players take turns adding words to the suggested beginning of a phrase.
Game options:

"Let's go on the road"

Host: "I'm going on a trip and put in a suitcase ...".
Child: "I'm going on a trip and I'm putting soap in my suitcase."
The next player repeats the phrase and adds what he still considers necessary, etc.
Other situations are played out in the same way, for example:

2. "Cooking breakfast, lunch, afternoon tea, dinner"

Presenter: "We are preparing breakfast, let's make a menu."
Child: "I usually have a sandwich for breakfast."
Next player: "I don't have a sandwich for breakfast, I prefer...". Next" "I do not like, neither a sandwich nor ... I prefer ...", etc.

3. "Set the table"

Leading: "Let's set the table for dinner. I'll put a bread box on the table."
Child: "Let's set the table for dinner. I'll put a bread box, a napkin holder on the table."
The next player repeats the phrase and adds what else he considers necessary, etc.

4. "Going for a walk"

Host: "We're going to the forest. I'll put on rubber boots."
Child: "We are going to the forest. I will put on rubber boots, I will take a basket."
The next player repeats the phrase and adds what he still considers necessary, etc.

Lesson 6.

1. Exercise: "Add Words" (distribution of offers).

Goal: development of grammatical skills

Task 1: “Now I will say a sentence. For example, “mother sews a dress.” What do you think about the dress, what is it like (silk, summer, light, orange)? If we add these words, how will the phrase change?

The girl is feeding the dog. Thunder rumbles in the sky. The boy is drinking juice.

2. Exercise: "Make a Phrase" (formation of sentences from words).

Goal: development of grammatical skills

Task number 1.

Make up sentences using the following words:

funny puppy, full basket, ripe berry, funny song,
thorny bush, forest lake".

Task number 2.

"The words in the sentence are mixed up. Try to put them in their places. What will happen?"

1. Smoke, goes, pipes, out.
2. Likes, teddy bear, honey.
3. Stand, vase, flowers, c.
4. Nuts, in, squirrel, hollow, hides.

3. Exercise: " Learn by sound »
Purpose: development of attention and sound perception;

The material is various toys and objects that can produce characteristic sounds: a drum, a bell, a spoon, paper, a book, etc.)
The child sits with his back to an adult who makes noises with various objects. The child must guess what the object is and name it without turning around.
Noises can be very different. You can throw a spoon, a ball on the floor, tear paper, hit an object against an object, leaf through a book, etc. You can give the child an asterisk or a chip for each correct answer. You can play with several children (then an element of competition will appear).

3 . Exercise: What do you mean?

Purpose: development of understanding of figurative meaning

"Tell me how you understand these expressions:
iron ax - iron man
golden arrow - golden hands
venomous bite - venomous gaze
sharp knife - sharp word
low table - low deed
stale bread - stale man."

Lesson 7.

1. Exercise: " Who is friends with what letters »

Purpose: Development of speech, memorization of letters

Each player must have a picture of an animal. Can be different. For example, 1 has an elephant, 2 has a crocodile, and 3 has a hedgehog. 1st says: "My elephant is friends with the letter "X" because he has a trunk." 2nd says: "And my crocodile is friends with the letter" R "because he lives in the river." 3rd: "My hedgehog is friends with the letter "I", because he has needles, etc.

Exercise:"Decrease".

Purpose: vocabulary development,

Assignment: "Tell me what the small object will be called? A small ball is a ball, and a small table is ...".

grass, hand, shoulder, sun, bank;
chair, book, flag, cup, hat.

3. Exercise:"Finish the word."

Target: Vocabulary development

Assignment: "Guess what word I want to say? By ..." (Pillow)
Syllables with which words can begin: for, mi, mu, lo, at, ku, zo, che, etc.

Exercise : "Explain the word."

Target: vocabulary development, development of the ability to clearly express one's thoughts

Assignment: "I want to find out how many words you know. Say what a bicycle, a knife, a hat, a ball, a letter are;
umbrella, pillow, nail, donkey;
fur, diamond, connect, shovel;
sword, trouble, brave, hero;
poem, gambling.

Lesson 8.

1. A game: " Attention! Wanted!

Goal: Development of coherent speech, attention and observation

This game is played by at least 5 people. Otherwise it's not interesting. The host says: I'm looking for a girlfriend (friend). She has blue eyes, long dark hair, loves cats and hates milk.
The one who first guesses which of the children in question becomes the leader.
In a game with young children, it is allowed to describe clothes.

2. Game: "Chain".

Target:expansion of vocabulary, and development of speech in general.

Game with words for any number of participants. Choose a few consonants and write them down on a piece of paper. Think of words that would include all these letters. Letters can be interchanged, other consonants can be added to them. For example, let's take the letters "s", "l", "m". We make words with them: plane, oil, salami, thought.

Whoever comes up with the most words wins.

3. Exercise: "Guessing game".

Goal: Vocabulary development

Task: "Guess the riddle:

Flying, squeaking
Legs long drags,
The chance will not miss -
Sit down and bite.
(Mosquito)

round, striped,
Taken from the garden.
Sugar and scarlet became -
Eat, please.
(Watermelon)

How did you guess what it was about? Try to describe to me some object, and I will try to guess who or what it is.

"Correction of oral and written speech in children of primary school age with impaired phonemic perception"

The result of the annual examination of preschoolers-future first-graders and observation of first-graders during the adaptation period showed that many children have various types of speech defects and lag in general development.

Violation of the speech activity of younger students entails not only a lack of development of oral and written speech, and speech as a combination of speaking and understanding, if it is violated, can be the basis for a decrease in communicative and cognitive activity. In addition, speech disorders can be accompanied by deviations in personality formation. Such children are distinguished by distractibility, uncertainty about everything, increased physical activity.

Teachers primary school and many parents of primary school children are well aware of the problems associated with errors in reading and writing. In the first year of study, this is most often: omissions, substitutions, permutations and repetitions of letters and syllables; ignoring endings or syllables in words.

The emergence of persistent and recurring "ridiculous mistakes" is based not on the child's personal characteristics ("maybe, but does not want to"), but on serious objective reasons: the lack of formation of mental and phonemic processes, the lexical and grammatical side of speech. This is a disaster (“wants, tries, but cannot”).

Such students often have impaired auditory and visual attention, perception and memory, difficulties in switching from one type of activity to another. A modern lesson includes a variety of types of work: students listen to the teacher's explanation, answer questions, independently complete tasks, logical tasks etc.

With unformed auditory attention and memory, students experience significant difficulties when switching from one type of activity to another, they hardly retain 5-6 words in memory, they find it difficult to reproduce a sentence of 4-5 words. For them, writing from memory based on auditory perception. Pupils do not perceive the speech of the teacher addressed to the whole class.

The lack of formation of visual attention, perception and memory prevents correct reading. Children make a large number of mistakes when copying, find it difficult to find errors while checking their written work, do not know how to use tables, posters, samples given on the blackboard or in the textbook.

With unformed phonemic perception, children find it difficult to master syllabic and sound-letter analysis. In the written work of such students there are a large number of various errors:

Passes (a huge city - “huge proud”);

Not adding letters and syllables (sawed - “drank”);

Building words with extra letters and syllables (deep - “holoboka”);

Permutations of letters and syllables within a word (sometimes - "igonda");

Gross distortion of words (on the hunt - “out of breath”, brave - “habab”);

Continuous spelling of words (he climbed a tree - “onlesnadereva”);

Arbitrary division of words (jumped onto a branch - “jumped a branch”), etc.

When phonetic hearing is not developed, students find it difficult to distinguish between the phonemes of their native language. This will manifest itself in the form of a mixture of letters in sonority and deafness (jumping - “jumping”, grandmother - “daddy”), in acoustic-articulatory similarity (odorous - “packing”, funny - "schmesnaya").

With unformed auditory perception, children memorize the rule, but cannot use it when writing. Some students do not hear stressed and unstressed vowels, so they find it difficult to select test words. So for the word "pulled" they select the test words "pulled", "pulled", "pulled"; to the word "grass" - "a blade of grass," a blade of grass.

With unformed phonemic hearing, students make a mistake when choosing test words for checking a paired consonant. To the words "pillar, basin" they call the words "pillar, tasik." Besides, right choice the test word is hindered by the poverty of the vocabulary, the lack of a linguistic instinct. On the one side. Children simply do not have enough words, and on the other hand, instead of related cognate words, they use similar-sounding words as test words, for example: oar - “having fun”, informed - “spring”, rosehip - “pop”. Therefore, knowing these rules does not help children.

That is why corrective methods are now becoming especially relevant, which ensure the development of speech in all its components (vocabulary, grammatical structure, connected speech, phonetic-phonetic processes) and allow children to prepare for literacy at the preschool stage.

Work on the development of phonemic perception and the development of phonemic hearing should be carried out in the following areas:

1. Identification of defects in sound pronunciation and their correction.

2. Verification of phonemic hearing.

3. Development of phonemic representation.

Identification of defects in sound pronunciation and their correction

To check if the child can pronounce sounds, you can play the game "Name the sounds." An adult asks the child to name the first sound and the last sound in words, for example:

Both consonant sounds are "light";

The first consonant, the last vowel - "stern";

The first sound is a vowel, the last consonant is “turkey”;

Both sounds are vowels - "riding"

If the child copes well with the task, pronounces all the sounds correctly, and when he makes a mistake, he corrects the mistakes himself, then everything is fine. If he copes with the task with difficulty, often makes mistakes and does not notice his mistakes, it is obvious that he phonemic awareness underdeveloped and needs help.

Rudenko V.A.,
teacher speech therapist

Yarosh Tatyana Alexandrovna

Among the underachieving primary school students, the majority are children with various deviations in the development of speech.

Speech is one of the central, most important mental functions, it has a huge impact on the development of the child as a whole. The development of thinking largely depends on the development of speech. Speech is at the heart of literacy and the entire learning process.

Researcher of children's speech disorders Professor R.E. Levina identifies five stages that a child goes through in the process of mastering speech:

At the first stage, the child completely lacks the distinction of sounds, as well as understanding of speech and his own active speech;

At the second stage, there is a distinction between the most contrasting, farthest-sounding phonemes (speech sounds). The pronunciation of the child is incorrect, distorted;

In the third stage, decisive shifts take place. The child recognizes mispronounced words and is able to notice the difference between correct and incorrect pronunciations;

At the fourth stage, the active speech of the child reaches almost complete correctness;

At the fifth stage, the process is completed phonemic development. The child hears and speaks correctly.

However, it would be wrong to think that by the time the child has sufficiently developed phonemic (speech) hearing and pronunciation, the process of speech formation is completed. This process continues intensively throughout the preschool and primary school age.

It has been established that the perception of the sounds of human speech (phonemic hearing) differs from the perception non-speech sounds. And if the child's phonemic hearing is not sufficiently developed, then he will not clearly perceive the meaning of words and experience difficulties in the sound-letter analysis of the word, and, consequently, in mastering literacy. Readiness for literacy is connected not only with the fact that the baby must be able to hear and pronounce sounds and words correctly. First of all, he must clearly represent the sound composition of the word, i.e. know what sounds a word consists of, hear each individual sound in a word and be able to distinguish (differentiate) it from another adjacent sound.

If the child has at least slight deviations in the development of phonemic perception, then there will certainly be difficulties in mastering reading and writing.

By the time they study at school, most children have already fully mastered the sound side of speech, have a fairly extensive vocabulary, and are able to build sentences grammatically correctly. However, not everyone has the same process of mastering speech. In some cases, it may linger, and then the children have various deviations in speech.

Speech disorders can be divided into three large groups.

First group. These are phonemic speech disorders, which are expressed in defects in the pronunciation of sounds. In a child, under the influence of certain reasons, a distorted pronunciation of individual sounds develops and consolidates, which only affects the intelligibility of speech and does not interfere with normal development. For example, the throat pronunciation of the sound "r" or the interdental pronunciation of whistling sounds.

Second group. These are phonetic-phonemic speech disorders, in which the child not only pronounces certain sounds defectively, but also does not distinguish them sufficiently. Some children also have violations of the syllabic structure of the word, i.e. skipping individual sounds or parts of a word, rearranging sounds and syllables in places. Violation of the pronunciation of even one sound can be a symptom of phonemic underdevelopment and adversely affect the formation of sound analysis. The analysis is disturbed not only of those words that include an incorrectly pronounced sound, but also of words that include sounds similar in sound to the incorrectly pronounced sound. for example, a missing or mispronounced "s" sound can be mixed with a range of sounds:

Like a deaf person with a voiced "s" - "z"

Like simple with complex "s" - "sh"

Like hard with a soft "s" - "s"

This is reflected in the letter, leading to a mixture of the corresponding letters.

In more severe cases of writing disorders, errors such as omissions of letters, additions, rearrangements of letters, merging several words into one, replacing letters by graphic similarity are also noted.

For some children, pronunciation shortcomings by the time they study at school can already be smoothed out and invisible, but the formation of phonemic ideas (ideas about speech sounds) that underlie sound analysis and literacy training can still lag far behind the norm. This lag leads not only to specific writing disorders, but also to peculiar reading disorders.

There is a close relationship between speech, writing and reading disorders. Children with speech impediments often use letter-by-letter guessing reading instead of fluent syllabic reading, while making many different mistakes. Among the most frequent are the replacement of some letters with others. Along with letters, whole syllables are replaced. Also characteristic are "stuck" on some letter, syllable, their repeated repetition. In this regard, the rate of reading of children with phonemic underdevelopment of speech is slowed down. Deficiencies in mastering the technique of reading also affect

For the right visual perception and recognition of a word or syllable when reading, it is necessary for the child to be able to pronounce the sound correctly. Overcoming the difficulties of merging letters into syllables and words largely depends on the development of oral speech.

Third group. Among the students of public schools there are also children with severe forms of speech disorders, when all components of the speech system are affected, relating to both the sound and semantic aspects of speech. In these cases, children have a general underdevelopment of speech. This type of speech disorder has a different expression - from the complete absence of speech to mild forms with elements of phonemic and lexical and grammatical underdevelopment.

More often among students of mass schools one can observe children with a mildly expressed general underdevelopment of speech. This level is characterized by the fact that the everyday speech of children is more or less developed. The child can answer questions, make up a story from the picture. retell what was read, i.e. build your statement within the framework of a topic close to it. However, if it is necessary to give detailed answers with elements of reasoning, evidence, such children face significant difficulties.

The vocabulary of children is small in volume. It contains mostly words denoting specific objects and actions. Significant deviations are also observed in the development of understanding the meaning of words. The limitedness of speech means is clearly manifested when performing tasks for inflection and word formation. In their speech we find "bear" instead of "bear", "carrot" instead of "carrot".

During the presentation, students use the most simple sentences. Sentences often lack the correct connection of words, there is a repetition of words.

In terms of sound, the speech of children is also insufficiently formed. Although there may be only a few shortcomings in the pronunciation of sounds, children have difficulty distinguishing sounds and pronouncing difficult words: “kalabakushenie” instead of “shipwreck”, “photofigures” instead of “photographs”.

These deviations in the speech development of children create serious obstacles in teaching literate writing and reading correctly. When writing, along with replacing and skipping letters, such students skip or replace prepositions, and also merge them with nouns. For example: “Koska plays a ball” (A cat plays with a ball) or “Ukrylsa puddles” (At the puddle porch). Quite often there are errors in the replacement of case endings (“bunny” instead of “bunny”, “hens” instead of “chicken”).

Reading in children of this level of speech underdevelopment is mainly incorrect, letter by letter, guessing. there is also a lack of complete reading comprehension. The presence of pronouns, prepositions, and conjunctions in the text causes great difficulties in understanding what is read in such children. Metaphors and comparisons most often remain inaccessible to their understanding.

Some students also have less pronounced deviations in speech development. They have only individual elements of the general underdevelopment of speech, which seem insignificant, but they also interfere with successful schooling.

These are the most common types of oral and written speech disorders in younger students that require correction in the classroom with a speech therapist.

GOU DPO "CHELYABINSK INSTITUTE OF RETRAINING AND PROFESSIONAL DEVELOPMENT OF EDUCATIONAL WORKERS"

DEPARTMENT OF SPECIAL (CORRECTIONAL) EDUCATION.

QUALIFYING WORK

Subject : "CORRECTION OF WRITTEN SPEECH DISORDERS IN CHILDREN OF JUNIOR SCHOOL AGE"

Completed by: O.L. Ilyushina

Speech therapist MAOU secondary school №154

Chelyabinsk - 2015

1. Introduction. 3

2. Chapter I. Violations of written speech. 5

1.1. Causes of writing disorders. 5

1.2. Errors at the letter and syllable level. 6

1.3. Errors at the word level. 9

1.4. Errors at the sentence level. eleven

3. Chapter II. Corrective speech therapy work

to correct reading and writing disorders with students

with general underdevelopment of speech (level III). 12

1. Conclusion. 24
2. List of used literature. 25

1. INTRODUCTION

The problem of studying and correcting specific disorders of written speech (dysgraphia and dyslexia) in children is currently one of the most urgent tasks of speech therapy. Every year in the primary grades of schools the number of children with various types dysgraphia.

The main task of a speech therapist at school is to timely identify and prevent violations of writing and reading, and if propaedeutic work is not possible, to eliminate errors in a timely manner in order to prevent their transition to further education.

Mastering written speech is the establishment of new connections between the word heard and spoken, the word visible and written, because. the process of writing is ensured by the coordinated work of four analyzers: speech-motor, speech-auditory, visual and motor.

A.R. Luria defined reading as a special form of expressive speech, and writing as a special form of expressive speech. Writing itself includes a number of special operations: analysis of the sound composition of the word to be recorded. The first condition of writing is the definition of the sequence of sounds in a word. The second is the refinement of sounds, i.e. the transformation of currently audible sound variants into clear generalized speech sounds - phonemes. At first, both of these processes proceed completely consciously, in the future they are automated. Acoustic analysis and synthesis proceed with the closest participation of articulation:

• translation of phonemes (audible sounds) into graphemes, i.e. into visual schemes of graphic signs, taking into account the spatial arrangement of their elements;
• “recoding” of the visual schemes of letters into a kinetic system of successive movements necessary for recording (graphemes are translated into kinemes).

The path of oral speech formation, according to R.E. Levina, “contains a consistently accumulated experience of cognitive work, both in the field of sound generalizations and in the field of morphological analysis. The better these lines of speech development are provided, the better baby appears prepared for writing.

As noted by L.S. Vygotsky, written speech requires for its development high degree abstractions, because it has no intonation, expression, sound and, moreover, no communication situation, i.e. interlocutor. For these reasons, the child turns out to be psychologically unprepared for writing - he does not have motives for this.

The main difficulty in learning mother tongue lies in the fact that LANGUAGE as a special system does not exist for a child's consciousness for a long time. He needs to move from the involuntary use of speech to an arbitrary one, to perceive language as a special subject of study. For the development of readiness for literacy in the first grade, there is a so-called pre-letter period. It takes 2-3 weeks, which does not allow solving the whole range of tasks: to teach sound analysis and synthesis of words, strengthen attention, connections between the auditory-speech and speech-motor aspects of a single speech act, accustom listening as a special type of speech activity, etc. The specifics of a child's readiness for acquiring literacy are complex processes that are formed in the course of learning to read and write. TO associative series, which includes auditory, speech-motor and visual images of the word, graphic skills are added, i.e. musculoskeletal perception of speech. To master written speech, two basic conditions are necessary: ​​awareness of one's speech (while oral speech proceeds unconsciously) and arbitrary possession of it.

2. CHAPTER 1. WRITTEN SPEECH DISORDERS

1.1. Causes of writing disorders.

The disorder of the processes of reading and writing is denoted by the terms dyslexia and dysgraphia. With regard to younger students, it would be more correct to speak not about the disorder, but about the difficulties of mastering written language. Their main symptom is the presence of persistent specific errors, the occurrence of which in students is also associated with a decrease in intellectual development. Dyslexia and dysgraphia usually occur together.

Reading and writing disorders may be due to a delay in the formation of certain functional systems that are important for the development of written speech, due to hazards that were in place at different periods of the child's development. In addition, dyslexia and dysgraphia occur with organic speech disorders(A.R. Luria, S.M. Blinkov, S.S. Lyapidevsky, M.E. Khvattsev). Some researchers note a hereditary predisposition to dyslexia (B. Halgren, M. Rudineskoid et al.), when the qualitative immaturity of individual brain structures involved in the organization of written speech is transmitted. In the domestic literature, the concept of R.E. Levina is widespread, interpreting reading and writing disorders as a manifestation of a systemic speech disorder, as a reflection of the underdevelopment of oral speech in all its links.

Reading and writing errors are neither constant nor identical for a particular word. Such variability of disorders shows that none of the pathogenetic factors is decisive, but each is important in conjunction with others. It is impossible to find a universal explanation applicable to all cases of reading and writing disorders. These violations are based on a combination of dysfunctions: insufficient formation of speech, manual skill, bodily scheme and sense of rhythm (J. Ajuriaguerra, K. Lonay).

The latest classification of dyslexia was developed by R.I. Lalayeva and includes the following types: phonemic, semantic, agrammatical, optical and mnestic dyslexia.

A similar classification of dysgraphia has also been developed, in which the following forms are distinguished: articulatory-acoustic, agrammatic, optical, dysgraphia based on violations of language analysis and synthesis, dysgraphia based on violations of phonemic recognition.

Any classification only confirms its viability when it becomes a "working tool" of specialists.

The main symptoms of dysgraphia are specific (i.e., not related to the use of spelling rules) errors that are persistent.

In order to better organize the corrective impact, three groups of specific errors were identified:

• errors at the letter and syllable level;
• word level errors
• errors at the sentence level (phrases).

1.2. Errors at the letter and syllable level.

This is the most numerous and diverse group of errors. Let us first consider the errors that reflect the difficulties in the formation of phonemic (sound) analysis; then errors of phonemic perception (i.e., differentiation of phonemes), and then errors of a different nature. Sound analysis errors. D.B. Elkonin defined sound analysis as an action to establish the sequence and number of sounds in a word.

The unformed action of sound analysis is manifested in writing in the form of the following types of specific errors: omission, rearrangement, insertion of letters or syllables. The omission indicates that the student does not isolate all of its sound components in the composition of the word, for example, “snks” - sleds, “ki-chat” shout. The omission of several letters in a word is the result of a grosser violation of sound analysis, leading to a distortion and simplification of the structure of the word: Tanya K. High “vykoy”, fell silent - “smoked”. Dima D. Barsik - "Break", porch - "porch".

Omission of letters and syllables has been observed to contribute to some extent to the following positional conditions:

a) a meeting of two letters of the same name at the junction of the words: “one hundred (l) lap, arrive (t) only in winter, live (t) together.” In the latter case, according to the norms of orthoepy, it is pronounced “zhivud together”, i.e. regressive assimilation takes place;

b) the neighborhood of syllables that include the same letters, usually vowels, less often consonants: nasta (la), blacksmiths (ki), ka (ra) ndashi, si (di) t, go (li), crunch (it), etc. . It can be assumed that children, accompanying the letter with pronunciation that is not consistent with the tempo of the letter, go astray when they encounter a repetitive sound in the composition of the word.

Permutations of letters and syllables are an expression of the difficulty in analyzing the sequence of sounds in a word. The dictated word sounds for a fraction of a second, it is difficult for a child to catch the instant alternation of phonemes, their exact sequence.

Errors in phonemic perception. Such errors are based on the difficulties of differentiating phonemes that have an acoustic-articulatory similarity. In oral speech, the non-differentiation of phonemes leads to substitutions and mixtures of sounds. With regard to writing, in such cases we find a mixture of letters, but not a replacement, which would mean the complete exclusion from the letter of one of the mixed letters, which does not happen. The confusion of letters indicates that the writer singled out a certain sound in the composition of the word, but chose an inappropriate letter to designate it. This may take place when:

• instability of correlating a phoneme with a grapheme, when the connection between the meaning and the visual image of a letter has not been strengthened;
• fuzzy distinction between sounds that have an acoustic-articulatory similarity.

According to the acoustic-articulatory similarity, the following phonemes are usually mixed: paired voiced and deaf consonants; labialized vowels; sonorous; whistling and hissing; affricates mix both among themselves and with any of their components.

Mixing letters by kinetic similarity.

With the unformed kinetic and dynamic side of the motor act in younger schoolchildren, kinesthesia cannot have a guiding value, and then there is a mixture of letters, the outline of the first element of which requires identical movements. With the transition to the stage of coherent writing, there is a significant increase in the number of such errors, which is associated with an acceleration in the pace of writing and an increase in the volume of written work.

Mixing letters by kinetic similarity should not be taken as harmless "misprints" on the grounds that they are not related to either the pronunciation side of speech or the rules of spelling. Such errors can lead to a decrease in the quality of not only writing, but also reading, although the configuration of the letters in handwritten and printed font is different. This phenomenon is based on the fact that, in the case of the indicated mixtures, the connections between sound and letter, which are still weak, are "washed out" among schoolchildren.

Thus, the mixing of letters by kinetic similarity is regular and persistent, reduces the overall quality of writing and reading, has a pronounced tendency to increase and, in the absence of preventive and corrective measures, hinders the development of speech-cogitative activity of schoolchildren.

Perseverations, anticipations. A peculiar distortion of the phonetic content of words occurs in oral and written speech according to the type of phenomena of progressive and regressive assimilation and is respectively called: perseveration (stuck) and anticipation (anticipation, anticipation): a consonant, and less often a vowel replaces a displaced letter in a word.

Examples of perseverations in writing:

a) within the word: “magazim”, “collective farm”, “behind the tire” (collective farmer, car);

b) within the phrase: "at grandfather Modoz";

c) within the sentence: "the girl fed the rooster and kurm."
Examples of anticipation in a letter:

a) within the word: “on the devye”, “dod with a roof”, “with native places”.

b) within the phrase, sentence: "Streams murmur." “We have at home” = “At the mouth ...”. “The kitten mewed plaintively” - plaintively ... ".

Perseveration and anticipation of the syllable (and even the word) is possible: “stupali” - they walked, “descended” - descended; "small small fish" a lot of small fish. The errors of these two types are based on the weakness of differentiated inhibition.

1.3. Errors at the word level.

If in oral speech the words in the syntagma are pronounced together, on one exhalation, then in written speech the words appear separately. The discrepancy between the norms of oral and written speech introduces difficulties in initial education letter. Writing reveals such a defect in the analysis and synthesis of audible speech as a violation of the individualization of words: the child was unable to catch and isolate stable speech units and their elements in the speech stream. This leads to the continuous writing of adjacent words or to the separate writing of parts of the word.

Separate spelling of parts of a word is observed most often in the following cases:

1. when the prefix, and in non-prefixed words, the initial letter or syllable resembles a preposition, union, pronoun (“and dut”, “started”, “I take it off”, “with a look”, “with a howl”, etc.). Apparently, there is a generalization of the rule about separate writing service units speech;
2. at the confluence of consonants, due to their lesser articulatory fusion, the words “brother”, “asked”, “for”, “bees”, etc.) break.

In the examples given, there was no word wrapping from one line to another.

Numerous errors such as "by bed", "by table", etc. are explained by the phonetic features of the syllable section at the junction of the preposition and the next word.

Functional words (prepositions, conjunctions) are usually written together together with the following or previous word “pine tree branches”, “kdomu, on a tree”. There are frequent cases of continuous writing of two independent words or more: “high”, “everywhere”.

In some cases, the merging of words is, as it were, provoked by the presence of the letter of the same name in the composition of adjacent words, in other words, the child goes astray by pronouncing the words while writing: on a “common” sound, he switches to the next word.

Morphemic agrammatism is a reflection in writing of the difficulties of analyzing and synthesizing parts of words. Mistakes are found in the word-formation operation. So, when trying to select test words to clarify the final consonant sound, formations unusual for the language are created: ice - “ice”, honey - “medic”.

When forming nouns with the suffix -sear-, students often do not take into account the alternation of consonants in the root, and even after oral analysis they write: hand - “arms”, leg - “legs”.

Violation of the function of word formation is found especially clearly when an adjective is formed from a noun, for example: in water - “water flower”; bear's tail - "bear's tail"; foxes - "fox tail"; the day when the wind blows - "windy day"; blizzard - "blizzard day".

Numerous examples from the written works of schoolchildren confirm that children do not realize the generalized meaning of morphemes, often mistakenly use a prefix or suffix: “The fireman is watering the fire” - instead of flooding.

1.4. Errors at the sentence level.

At the initial stage of learning, children hardly learn the articulation of speech units, which is reflected in the lack of designation of sentence boundaries - capital letters and dots, for example: “the geese went out of the backyard, went to the pond, stood on the berik, looked at the pond on the pond, there is no water.”

To a certain extent, such writing is explained by the fact that at first the child's attention cannot be productively distributed among the many tasks of writing; technical, logical, spelling. The lack of formation of the ability to perceive the intonational design of phrases and correlate it with the basic rules of punctuation is also important.

The bulk of specific errors at the level of phrases and sentences are expressed in the so-called agrammatisms, i.e. in violation of the connection of words: coordination and control. Changing words by category of number, gender, case, time forms complex system codes, which allows to streamline the designated phenomena, highlight the signs and attribute them to certain categories. The insufficient level of language generalizations sometimes does not allow schoolchildren to catch categorical differences in parts of speech.

3. CHAPTER II CORRECTIONAL SPEECH THERAPY WORK TO CORRECTION OF READING AND WRITING DISORDERS WITH STUDENTS WITH GENERAL SPEECH UNDEVELOPMENT (III level)

After examining the students, a plan was drawn up for individual corrective speech therapy work to prevent reading and writing disorders. Track Results corrective work individual student development maps and monitoring help.

Corrective speech therapy work was carried out with students from the beginning of the first grade, according to the dictations at the end of the first grade and the beginning of the second year of study, it was possible to determine the type of dysgraphia in students.

Articulatory - phonemic dysgraphia - 3 people.

Optical-spatial dysgraphia -4 people.

Acoustic - phonemic -2 people.

Mixed dysgraphia -2 people.

The effectiveness of an individual approach depends on how it turned out to be possible in a timely and correct manner to teach children how to use productive methods and techniques for preventing or correcting errors, and to independently complete educational tasks. Important role plays the student's awareness of his defect in oral speech and its consequences. The student must know what sounds he pronounces incorrectly or insufficiently clearly and what mistakes he makes when reading and writing.

To this end, errors are corrected together with the student with an explanation of the essence of the error he made. In this way, students learn to find and correct errors on their own.

Thus, the main tasks are:

1. Long-term work aimed at developing the ability to compare, contrast and distinguish between speech sounds;

2. Working out and clarifying those sounds that are correctly pronounced in isolation, but merge in speech or sound insufficiently distinct, blurry;

3. Statement of missing and distorted sounds and their introduction into speech;

4. Formation of skills to compare and distinguish between a system of differential (acoustic-articulatory) signs of sounds;

5. Strengthening the level of sound analysis that is available to children and teaching more abbreviated and generalized operations with the help of which sound analysis is performed, the formation of the ability to distinguish sounds not only in strong, but also in weak positions;

6. Work on the enrichment and development of the vocabulary of students; inflection and word formation;

7. Work on coherent speech.

In grade 1, great attention was paid to the development of phonemic processes, sound analysis. In grade 2, correctional work is based on the following tasks: clarifying the meanings of words available in the children's active vocabulary; further enrichment of the vocabulary both through the accumulation of new words related to various parts of speech, and through the development of the ability to actively use various methods of inflection and word formation, the adequate use of the lexical means of the language and the improvement of the grammatical design of speech.

The word is one of the significant units of the language system, it acts as something central in the entire language system. With the help of a word, objects and phenomena, their features, properties, qualities of a relationship, etc. are called.

We pay the main attention to the quantitative accumulation of the dictionary, i.e., the semantic field of words. An important area of ​​work to enrich the vocabulary is also familiarization with various ways of word formation. This is given great importance, because in the process of such work, the ability to perceive and distinguish between significant parts of a word develops, observation is formed, the ability to compare words according to their morphological composition, to distinguish and compare various elements in words, the sound composition of words. In addition, I actively enter words (prepositions, conjunctions) into the lexical dictionary. Without knowledge of these words, children will not be able to master the structure of various types of sentences and coherent speech. The work is carried out in a certain sequence: first I introduce the children to a new word in the text. After clarifying the meaning of the word concrete examples I show what words it can be combined with in speech.

Since students with general underdevelopment of speech often allow semantic substitutions of words according to their sound-syllabic proximity (bush - brush), which are the result of insufficient differentiation of sound-speech perception, it is necessary to specifically teach them the ability to distinguish between words that are close in sound combination, but different in meaning. , based on the context.

Starting in the 2nd grade to work on related words, I present to the children a picture of a tree: a trunk, branches, roots, leaves. Just as relatives in a family came from the same roots (great-grandmothers, great-grandfathers), so the words relatives are similar to each other. They are close in meaning, for example: Fish - fish - fisherman - fishing. What do the words have in common? (fish).

I introduce students to 3 little men: Prankster (prefix), Robust (root), Gnome (suffix). The use of funny little men allows students to understand the principle of word formation. Fairy tale: "In one magical land Fortress Let lived. He was bored. One day, while walking, he met sisters: by, you, with, with. They became friends".

Exercise: 1. "Name the wizard." What is the name of the Gnome in words - fungus, nose, smoke, table ...

Exercise: 2. "Find an extra word."

Students find a word without a magician - table, table, dining room.

Exercise: 3. "Wizards escaped from the words."

The word “leaf” is written on the board in different places. Children write words, who is correct and more, and putting on caps. Words are analyzed by meaning, their composition is specified, the place of the suffix in the word, phrases, sentences are compiled. For example: a sheet in a notebook, a calendar sheet, a tree leaf, an iron sheet. When leaves fall in autumn, what is the name of the phenomenon? (leaf fall). compound word. What two words are put together? (leaf and pad). And what letter helped them make friends? (O). What do leaves do in autumn? (fall, crumble, fall, spin, fly, dance...).

What are they like in autumn? (yellow, transparent, airy).

The poet about the autumn forest ("Forest, like a painted tower ...").

How do leaves fly? (gracefully, beautifully, smoothly, slowly).

Come up with your proposal about the autumn forest.

Working on the semantic field of the word, we expand the active vocabulary of students, learn to master the word, love their native language.

Exercise: 4. "Help the wizard find his words."

In the form of a competition, who will name more words with a certain suffix.

For example: The suffix -enk- went for a walk and got lost. Who can find more words with this suffix.

Exercise: 5. "We populate at home."

There are two Gnomes on the board: -nick and - prostrate, it is necessary to settle the words in the houses: student, student, skier, skier.

Exercise: 6. "Wizards are joking."

Wizards have mixed up their places in words. Help put the Gnomes in their places.

For example: Flower, feed, frost, snowflake, paint, smooth.

Exercise: 7. "Let's create an orchestra."

On the canvas are familiar and unfamiliar musical instruments (piano, cello, guitar, violin, saxophone, clarinet). Next I put cards with the names of the Gnomes: -ach, -ist, -shchik.

Show pictures where a large symphony orchestra is drawn.

Introduction to tools. I say that the musicians are called differently It depends on who is playing what. Children come up with names for the musicians with the help of the Gnomes - Wizards, and the Gnome's hat - the shchik - remains. We come to the conclusion that a drummer should be accepted into the orchestra. Work on the composition of the word, make sentences. We learn to read a sentence with different intonation.

Exercise: 8. "Put on hats for Wizards."

The wizards took off their hats and do not know where whose hat is? Need help. ON the board the words: grass, city, eyes, day, fox, town, little white.

Exercise: 9. "We populate the forest with unknown animals."

Moose moose. On the board: I lived in the forest... I lived with him... They had a (small) elk... Another (elk) family lived nearby. (Any animal) We analyze the composition of words. The lexical meaning of each word. They come up with a non-existent animal and the same work. For example: plim shake... Attention to the uniform spelling of the letter in the root.

I pay special attention to the formation of adjectives, because in vocabulary there are few of them in this group of children.

Students in grades 2-3 like to work with cards:

1. First, write out those phrases, in words with the suffix -ist, have the meaning "similar to something", and then - with the meaning to have in large numbers:

2. First write out the words with a stressed vowel in the root, and then with an unstressed vowel. Disassemble by composition, highlight the words: earth, earthy, earthy, earthly, countryman, countryman, underground, land.

3. Form adjectives with suffixes -in, - to. Add a noun to the adjective, explain the spelling -nn. For example: length, wall, spring, etc.

1. Use -sk to form an adjective from a noun. For example: city - sea - giant, etc.
2. Replace phrases with adjectives.

For example: a steel knife, a luggage car, a school garden, etc. You can sort it out verbally by composition using a card.

Students with OHP experience particular difficulties in mastering the meanings of words formed from verbs by means of prefixes.

The work includes the following steps:

• clarification lexical meaning verbs from which a new word with a prefix is ​​formed;
• comparing this verb with a verb with a prefix;
• matching several verbs with different prefixes and one root;
• highlighting a common element in a verb with the same prefix and different roots;
• mastering the ratio of prefixes and prepositions.

All verbs that we use in the classroom can be divided into lexical and grammatical groups with different meanings:

1. Verbs of motion: run, jump, walk, jump, stomp, pour...
2. State of mind verbs:

a) heavy state of mind- mourn, grieve, grieve ...

b) a good state of mind - to rejoice, rejoice, have fun ...

c) verbs denoting an excited state - to worry, worry, worry, worry, fear, beware ...

d) verbs denoting a confident state - to be bold, to take courage, to perk up ...

e) verbs denoting surprise - to be amazed, taken aback, bewildered, amazed, dumbfounded ...

f) verbs denoting a positive attitude - love, adore, idolize, respect, honor, admire ...

g) verbs denoting a negative attitude - to hate, annoy, resent, get angry, despise ...

h) verbs denoting sympathy - pity, sympathize, sympathize, condole ...

In working with verbs of emotional state and attitude, I pursue the goal: to acquaint children with the semantics of this category of verbs, to enrich their speech with them, to cultivate good feelings.

I also use other action verbs. I begin my acquaintance, for example, with the verb to pour with the help of visual actions. The verb is written on the board. With children, we find out what it means to pour? (make something flow). Next, we perform actions, remember about the naughty girl: water the flowers, pour into a jar, pour into a jar, pour out of a jar, pour from a jar. Got phrases. The guys put on hats on verbs, compare the meaning of the formed verbs, and in the word bank we observe the ending and prepositions associated with this word.

2. The game "How to say it right."

Yura ran out of the house (ran out). Students should notice the mistake and correct it.

3. Ball game "Say the opposite." (Word formation + antonyms). I call the action with a shade, and the students - the action with the opposite meaning (enters - exits, flies in - flies out, closes - opens).

I pay special attention to the formation of phrases with verbs that require both a direct object (read a book) and an indirect object with a certain pretext (fly up to the city), as well as a combination of prefixes and prepositions (re, through, under, to).

Exercises

1.Sign under the picture the names of the actions that are on it

depicted: (in, out...).

2. Underline the words with a prefix, explain their meaning.

3. Write out single-root verbs with different ones, explain their meaning, form new words with the help, make phrases and sentences with them. If students find it difficult to explain the meaning of verbs with shades, then the teacher explains, and the children show in practice.

4. Form new words with the same composition. For example: in column 1 - words with the designation of approach, in column 2 - removal (run away - run, drive off - arrive, steal - drive ...). Select prefixes, explain the meaning of new words.

In work, children should learn the meaning of the most common prefixes:

a) with a spatial meaning: in-, vz-, under-, over-, from-, y-, pro-, re-;

b) with a temporary meaning: for-, for-;

c) incompleteness of action: sub-, with-.

d) completeness of action and effectiveness: in-, vz-, voz-, do-, for-, etc.

Be sure to acquaint some with the ambiguity. For example: the prefix sub- denotes an approximation (to swim); adding to something (tint); incomplete action (treat).

For pinning:

• read the sentence using one of the words given in brackets: Ilya (glued, glued) the stamp to the envelope. The boy (came, reached) to school.
• choose the one you need and add it to the highlighted words: Birds FLYED to the feeder (under-, from-).
• choose prefixes that are suitable in meaning and read the resulting phrases: swim the shore ...; to cut bread...
• insert appropriate words with a prefix into the sentence: (built) There is a large yard near our village.
• come up with a sentence with verbs: teach - teach (what? whom?), learn - learn (what? from whom?)
• make phrases with verbs: erase, call, approach, write + the word "board".

Work is underway to differentiate prefixes and prepositions. Be sure to conduct a morphological analysis of verbs, finding out the meaning of prepositions depending on the prefix in this verb.

For example: I give the text. “The children were swimming. Roma was a good swimmer. He entered the water and swam. He swam for a long time. Roma swam away. He swam across the river. Then Roma swam back. Roma swam to the shore and lay down to rest on the sand. To clarify the difference in the use of prepositions and prefixes, I give the following tasks:

• count how many words with prepositions, how many with prefixes

(Bring the matter to the end. The flowers were cut at the root. The ribbon was woven into a braid ...).

• write down a combination of words without brackets: (for) went (for) a friend; (c) put (in) a box; (c) sewed (from) silk ...

In the course of classes, children accumulate experience in distinguishing and highlighting morphological parts words, expand the stock of single-root words, improve the skill of choosing test words.

During the second stage of teaching children with OHP in an active form, work is carried out on inflection, to improve the skills of full reading and writing.

I try to encourage my students to read:

• the same word with different grammatical forms:

(son, to son, son, oh son)

• different words with the same ending: (on bushes, on tables, on desks...)
• single-root words: (earth, countryman, dugout, strawberry)
• words formed with the help of different prefixes from the same root: (arrive, fly away, fly away)
• words with the same prefix, but different roots: (arrive, come running, arrive ...)

After reading, all words are necessarily compared, their sound-letter composition, their meaning is clarified. All exercises help children avoid mistakes in replacing the whole word or its particles. Students learn to recognize words immediately in the process of reading, for which they also need to be able to group words among themselves according to lexical and grammatical features:

• choose nouns and independently select words for them that combine in meaning and answer the questions: what to do? Which?;
• select nouns suitable for synonymous verbs: (to make, cook, make, lessons, lunch, medicine, hairstyle);
• insert into the sentence the most suitable verbs in meaning: (Student ... pen and ... word.);.
• put a question based on the verb: (surprise, touch, what? what?)

When performing these tasks, I make sure that the children more accurately determine the meaning of the word, not limited to a guess.

I also use the following exercises:

1. Compilation of phrases according to single-root words related to different parts of speech: (write what? to whom? about what?)

2. Compilation of phrases from these words, determining the case of a noun: (proud of whom? pride for whom?) (father)

3. Compilation of phrases for a given group of nouns and a verb:

• mother, teacher, friend;
• mother, teacher, friend;
• mother, teacher, friend; (cherish, thank, rejoice, be proud of);
• to the table, to the notebook, to the lamp (touch, approach).

At this stage of work, students develop one of the important qualities of reading - awareness, which consists of a number of skills and abilities: the ability to explain the meaning of words used in the text in the literal and figurative sense, the meaning of phrases, sentences.

The presence of synonyms, antonyms, homonyms in the vocabulary of students makes speech accurate, expressive. In the work, we reveal the meaning of incomprehensible words, teach to select related words, fix new words in the children's dictionary.

Stages of work:

1. Selection of words, for example, close in meaning (observation of words).
2. Extraction of words from the text, sentences.
3. Clarification of the understanding of the word.
4. Introduction of the word into another context.
5. The use of words - synonyms in coherent oral speech (retelling of what was read).

Exercises

1. Replace the word with another word of 4 letters (buddy - friend, soldier - fighter, walk - go, work - work, enemy - enemy).

2. Replace the phrase in the text with a synonym. For example: For a hundred years pines and spruces grew.

• How to tell which pines? (secular)
• Why (age = 100 years)
• Are they related words? (synonyms).

3. Selection related words to the word "snow". We reveal the meaning of each word, put caps on the words. We make a sentence: "Snow flutters in the air."

Why flutter? (it flies easily, then rises, then falls). The word “flutters” helps us figuratively imagine how easily, spinning like light fluff, snow falls to the ground.

6. Poems in work with synonyms:

Don't interfere with my work.

I'll bring water (I'll bring it)

And well water

I will feed everyone, of course.

7. The game "Open the flower"

schoolboy student
hurry hurry up
talk whisper
hut house

The word is written on one side of the petal, and its synonym is written on the other side. If the child has guessed, he turns the petal over and reads the word - a synonym.

8. Add an adjective to the sentence: The wind blew ... (cold, icy). Leaves flew ... (yellowed, dry).

9. Pick up words that are opposite in meaning: clean - dirty; clean - dirty; cleanliness - dirt; clean - dirty.

10. Replace repetitive adjectives with similar meanings: (cowardly - timid). The most shy animals are shy hares and shy sickles.

11. Complete the sentence: The weather has deteriorated: clear, hot days have been replaced by (cloudy, cold days).

Thus, in the course of carrying out phased correctional work, students acquire the necessary knowledge, skills and abilities for the formation of language analysis and synthesis.

4. CONCLUSION

Violations of written speech occur with significant originality both in the speech development of children and in the formation of a number of functions of a non-verbal nature (the process of lateralization, spatial and temporal orientations, motor functions hands, auditory-motor coordination). These functions are either delayed in their development or have distorted development.

Thus, dysgraphia is one of the manifestations of a systemic disorder affecting, in some cases, the child's speech development, in others - the formation of a number of important non-speech processes and functions in the course of ontogenetic development, or including a combination of both factors.

The main tasks of the teacher: determining the degree of literacy, taking into account the stage of education and the requirements of the school curriculum at the time of the survey; identification of violations of the letter (the nature of specific errors, the degree of severity).

During remedial classes students accumulate experience in distinguishing and highlighting morphological parts of a word, expanding the stock of single-root words, and improving the skill of choosing test words. Drawing attention to the sound side of speech and the morphological composition of the word helps in the future to independently assimilate grammatical concepts and improve the ability to consolidate knowledge of certain spelling rules.

5. LIST OF USED LITERATURE

1. Bolshakova S.E. Speech disorders and their overcoming: Collection of exercises / S.E. Bolshakov. - M., shopping center "Sphere", 2005. - 128s.

1. Glagoleva E.A. Overcoming difficulties in teaching younger students to read and write. / E.A. Glagolev. – Correctional pedagogy. - 2003. - No. 6 (18). - p.27-33.
2. Zubareva L.V. Correction of writing in the classroom. 3-4 classes. Tasks and exercises. / Zubareva L.V. -Volgograd, I. "Teacher", 2009. - 143p.
3. Zubareva L.V. The development of verbal-logical thinking and related speech of younger students. Tasks and exercises. / Zubareva L.V. -Volgograd, I. "Teacher", 2009. - 99s.
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