THE CONCEPT AND MANIFESTATION OF DYGRAPHIA IN JUNIOR CLASS STUDENTS WITH DIFFERENT CONDITIONS OF ORAL SPEECH

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

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

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

Types of dysgraphia

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

Acoustic

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

Optical

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

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

Ungrammatical

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

What is dyslexia, types, symptoms and methods of correction with exercises

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

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

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

Articulatory-acoustic

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

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

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

Dysgraphia due to underdevelopment of language analysis and synthesis

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

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

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

Dysgraphia, types of dysgraphia in schoolchildren, correction techniques

Markova Olga Anatolevna

Dysgraphia, types of dysgraphia in schoolchildren, correction techniques

A partial disorder of the writing process is referred to as dysgraphia . In relation to younger schoolchildren, it is more accurate to speak not about the disorder, but about the difficulties of mastering written language. The main symptoms of dysgraphia are specific (i.e., not related to the application of spelling rules) errors that are persistent and the occurrence of which is not associated with impairments in the child’s intellectual or sensory development or with the irregularity of his schooling.

Pathology is most widespread among primary schoolchildren due to the fact that many children currently suffer from phonemic or general speech underdevelopment. If such a violation occurs, mastering writing becomes much more difficult.

Today there are a large number of varieties of this pathology. The following types of dysgraphia are distinguished:

1. Optical. The child mirrors symbols or sentences. He can write letters incompletely, reproduce them on paper with extra parts, or replace them with similar spellings (for example, b/d, p/r, i/sh, p/t, etc.).

Correction. Development of visual perception, detailed analysis of letter elements. With mirror writing, slowly moving along a line in the right direction, circling letters, comparing with incorrectly written ones, finding correctly written letters among incorrectly written ones.

2. Based on the violation of sound and language analysis and synthesis:

- omissions of consonants when they come together (rain-rain, deki-denki);

- vowel omissions (girls-girls, go-go, dot-dot);

- permutations of letters (doll-doll, droplets-droplets);

— adding letters (spring-spring);

- omissions, additions, rearrangements of syllables (bicycle-bicycle);

-difficulties with combined and separate spelling of words (on the floor).

Correction. Laying out words from a split alphabet, writing a word with pronouncing a word by syllables, and syllables by letters, inserting missing letters, laying out tokens according to the number of words in a sentence, repeating a sentence with the separation of words by gestures and showing capital letters and periods.

3. Acoustic (based on impaired phoneme recognition). This type of dysgraphia manifests itself in substitutions of letters denoting phonetically similar sounds, in violation of the designation of soft consonants in writing. More often, letters are mixed in letters denoting whistling and hissing, voiced and unvoiced, affricates and the components that make up them (h-t, ch-sch, ts-t, ts-s, s-sh, z-zh, b- p, d-t, g-k, etc., as well as vowels o-u, e-i. Most often, the mechanism of this type of dysgraphia is associated with inaccuracy of auditory differentiation of sounds, while the pronunciation of sounds is normal (more subtle auditory differentiation than for oral speech).

Correction. All tasks for the development of sound analysis and synthesis. Tasks for differentiating sounds based on various characteristics.

4. Articulatory-acoustic. Similar to the previous type of pathology. It occurs due to incorrect articulation, which leads to an incorrect mental representation of the structure of the word.

Correction. Formation of correct sound pronunciation.

5. Motor. Rarely associated with cognitive characteristics. It usually appears due to the fact that the child cannot control his hand correctly when writing. This may manifest itself in slow spelling speed or constant changes in the slant and size of letters. Sometimes there may be too little or too much pressure on the paper. The lines come out shaky. There is stiffness of movement. This phenomenon is especially noticeable when moving from one character to another.

Correction. Writing elements of letters and entire letters on various surfaces (in the air, using semolina, cutting letters from sandpaper, constructing letters from various materials, developing fine motor skills, working with small materials.

6. Ungrammatical. Observed due to grammatical inconsistency in phrases. A child may confuse gender, declension, cases, numbers, and substitute prepositions. It is possible to make an error in checking vowels in the root if they are not stressed. This phenomenon is most often observed when living abroad for a long time. Incorrect methods of early teaching a foreign language can also lead to this phenomenon.

Correction. Clarification and complication of sentence structure, development of word formation and inflection functions, development of the ability to morphologically analyze a word, work on cognate words, consolidation of grammatical forms of written speech.

7. Mixed. A child has a combination of several types of dysgraphia in writing.

Correction. Clarification of what types of dysgraphia are represented. Work on each type as described above.

Dysgraphia can be corrected. However, parents must be prepared that they will have to spend a lot of effort fighting it. In normal school conditions, the fight against pathology cannot be carried out. The disorder requires qualified speech therapy assistance. When working with a child who has been diagnosed with dysgraphia, it is important not to force him to correct mistakes over and over again, but to teach him not to make them. For this reason, parents must check all completed assignments themselves. Exercises should be performed systematically. Only if this condition is met will they benefit the child.

Reasons for the imperfection of written speech

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

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

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

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

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

Dysgraphia, dysorthography (impaired handwriting and written speech)

Dysorthography is a child’s lack of ability to master spelling knowledge, skills and abilities related to it. This disorder is associated with insufficient development of speech functions, visual and auditory attention and perception, memory and thinking.

Dysorthography is a disorder that very often not only parents, but even teachers are accustomed to calling the notorious “congenital illiteracy.” Let's figure it out once and for all - “innate illiteracy” DOES NOT EXIST!!!

Dysgraphia is a disorder of written speech, which is caused by a disruption in the functioning of mental processes and analyzers responsible for the formation of writing skills.

Both disorders are separate conditions independent of each other. However, quite often they can occur together in one child and, in the absence of competent correction, “transition” into adulthood, attaching a large number of psychological complexes.

Some children easily learn the rules of spelling and apply them in practice. Others, despite knowing the rules, make many mistakes. To write correctly, knowing the rules is not enough. You must be able to perform a number of sequential actions:

1. Find the spelling in a word and determine its type - this skill is called “spelling vigilance”. 2. Select the part of the word that contains the spelling. 3. Apply the required rule. To do this, you need to understand the algorithm and the strict order of actions. 4. Check the test word and the word being checked. Depending on at what stage the child experiences great difficulties, correctional work with this child is built.

Thus, the process of forming spelling skills is a complex speech-mental process that requires a sufficient level of development of mental operations, speech skills, linguistic generalizations, etc.

For children with dysorthography, the main difficulty is solving a spelling problem: it is difficult for them to see the “dangerous place ” in a word, it is difficult to choose a test word , having learned the rule well, the child cannot apply it in writing.

Solving spelling problems can be difficult for various reasons: – problems of speech development (general speech underdevelopment, phonetic-phonemic speech underdevelopment); – decreased auditory-verbal memory,

– inability to follow a chain of sequential actions as a result of various pathologies of pregnancy and childbirth. Of course, impairments in the acquisition of spelling in schoolchildren (dysorthography) are often combined with impairments in writing and reading (dysgraphia and dyslexia). At the initial stages of education (grade 1), the child makes more specific (dysgraphic) errors; by grades 3-4, the number of spelling errors sharply increases. The maximum manifestation of this problem occurs in grades 5-6, during the transition to secondary school, because The volume of educational material in the Russian language is increasing. For a child, this period becomes a real nightmare - “teach or don’t learn the rules - it’s still a “2””; the schoolchild begins to develop complexes of constant “failure”.

The development of dysorthography and dysgraphia occurs for various reasons, but some factors may coincide. The appearance of a written speech disorder may be associated with various injuries and insufficient development of areas of the brain due to negative factors during the period of bearing a child, as well as during the birth and postnatal period.

These reasons include:

• the course of pregnancy with the presence of pathologies and diseases;
• lack of oxygen in the baby during childbirth;
• birth injuries of the newborn;
• diseases caused by infections;
• somatic diseases.

These disorders are associated with disturbances in brain development and injuries to the prefrontal cortex, parietal lobe, anterior cingulate cortex, and basal ganglia. These areas are responsible for the correct functioning of working memory.

Correct development of writing skills is impossible without correctly formed oral speech, mastery of the lexical and grammatical aspects of speech, and the skills of perception and pronunciation of sounds.

Disruption of these processes occurs in the presence of pathology of the development of the speech apparatus and causes of organic origin.

Symptoms and manifestations of dysgraphia

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

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

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

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

Classification of errors in dysgraphia

Classification of dysgraphic errors.

Gerasimtseva I.V., speech therapist

KOU RA "Boarding school for orphans"

and children left without care

parents, named after G.K. Zhukov"

Dysgraphia
is a specific disorder of written speech, manifested in numerous typical errors of a persistent nature and caused by the immaturity of higher mental functions involved in the process of mastering writing skills.
Classification of dysgraphic errors.

Errors caused by immaturity of phonemic processes and auditory perception

Omissions of vowels: vyat – hang, comnta – room;

Omissions of consonants: komata - room, vey - all;

Omissions of syllables and parts of words: lines - arrows;

Replacement of vowels: food - food, sesen - pines, lyugky - light;

Replacement of consonants: tva – two, rocha – grove;

Permutations of letters and syllables: onko – window;

Failure to complete letters and syllables: ch ere - through, on the branch - on the branches,

Extension of words with extra letters and syllables: detiti - children, snow = snow, dictation - dictation;

Distortion of the word: malni - small, teapot - thicket;

Continuous spelling of words and their arbitrary division: two - two, striking hours - striking hours;

Inability to determine the boundaries of a sentence in a text, writing sentences together: Snow covered the entire earth. White carpet. The river is frozen and the birds are hungry. - Snow covered the whole earth with a white carpet. The river froze. The birds are hungry.

Violation of mitigation of consonants: bolshoy - large, mach - ball, umchalis - rushed off;

Errors caused by unformed lexical and grammatical aspects of speech

Word agreement violations: from a spruce branch - from a spruce branch;

Violations of control: rushed to the thicket - rushed into the thicket, from a branch - from a branch;

Replacement of words based on sound similarity;

Continuous writing of prepositions and separate writing of prefixes: vroshche - in the grove, na bukhli - swelled;

Missing words in a sentence.

Errors caused by immaturity of visual recognition, analysis and synthesis, spatial perception

Replacing letters that differ in different positions in space: sh-t, d-v, d-b;

Replacement of letters that differ in different numbers of identical elements: i-sh, ts-sch;

Replacing letters that have additional elements: i-ts, sh-shch, p-t, x-zh, l-m;

Mirror spelling of letters: s, e, yu;

Gaps, extra or incorrectly placed letter elements.

Errors caused by children’s inability to assimilate a large amount of educational material, remember and use learned spelling rules in writing

An unstressed vowel at the root of the word: vada – water;

Spelling of voiced and unvoiced sounds in the middle and at the end of a word: zup - tooth, doroshka - path;

Diagnostic methods

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

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

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

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

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

Correction and treatment

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

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

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

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

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

Among the effective methods for correcting dysgraphia are:

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

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

Symptoms of dysgraphia

Most often, dysgraphia begins to be identified in elementary school, after the child masters his first writing skills. Already in the second half of the first year of study, you can notice frequently repeated errors of an “incomprehensible” nature. They should not be confused with spelling errors, which would be the norm for an elementary school student. If a student confuses the rules for writing “Zhi-Shi”, or checking for stressed and unstressed words, then this is a natural process in mastering Russian grammar. But if a child persistently writes prepositions together, and prefixes, on the contrary, separately from the word, and also makes many other distortions, which will be discussed in more detail below, then this gives the teacher a reason to recommend that parents visit a speech therapist.

It is very important to understand that dysgraphia does not appear suddenly. The formation of this pathology is based on a long process that begins in early childhood. When diagnosing a disorder, earlier problems that were present throughout the preschool period always come to the surface. All insufficiently formed elements of speech development during the school years move from oral speech to writing. Speech formation disorders are unique to each child, and therefore children’s writing impairments also vary.

If in preschool age the child had a predominant delay in the grammatical form of speech, then the writing will contain errors of a grammatical nature - fused spelling of words and prepositions, etc., if the child in preschool age had problems of a sound nature, then accordingly the writing will be dominated by phonemic type errors.

Types of dysgraphia

There are several forms of dysgraphia:

• articulatory-acoustic dysgraphia;
• dysgraphia based on phoneme recognition disorders;
• dysgraphia due to impaired language analysis and synthesis;
• agrammatic dysgraphia;
• optical dysgraphia;

It is rare that dysgraphia manifests itself in a single form; more often it is of a mixed nature and depends on the severity of the disorders in the preschool period. And then we can see errors in writing that are both grammatical and phonemic at the same time.

For a more complete understanding of how different types of dysgraphia manifest themselves, you can look at the characteristics of these disorders, which were compiled and presented by specialists from the Department of Speech Therapy of Leningrad State Pedagogical Institute named after. A.I. Herzen.

Articulatory-acoustic dysgraphia - this form occurs in children with insufficient development of sound analysis and synthesis. With acoustic dysgraphia, children have difficulty distinguishing sounds. Especially – similar in articulation and sound. In writing, this looks like replacement of letters, confusion and omissions, as well as incorrect reflection of sound pronunciation in writing. Those. the child writes in the same way as he pronounces. Typically, this type of disorder is based on a disorder in preschool age in the form of dyslalia (impaired sound pronunciation), dysarthria, and rhinolalia.

Dysgraphia based on violations of phonemic recognition - with this form in writing, the child replaces phonetically similar sounds (ts-t, ch-sch, p-b, m-, etc..). A feature of this dysgraphia is that in oral speech the child pronounces all sounds correctly. You can also observe in writing a defect in softening (“album”) and replacing vowel sounds - e-i, o-u (hand-“roka”, chalk - “mil”).

Dysgraphia due to a violation of language analysis and synthesis - in writing the structure of sentences and words is distorted, prepositions are written together, prefixes are written separately, individual words are broken (in the forest - “in the woods”, came - “came”, there is a house - “stoidom”). There are omissions of vowels and consonants (work - “rbota”, tree - “dervo”, hat - “shaka”, pear - “rusha”, etc.), addition of extra letters (pines - “pines”), rearrangement of letters and syllables (grass - “gate”).

Agrammatic dysgraphia - is associated with underdevelopment of the grammatical structure of speech, sentences and words are distorted, children have difficulties in forming the plural of nouns, and their diminutive forms are also erroneously formed, the sequence of sentences is not observed, semantic connections are not observed (houses - “houses” , chairs - “chairs”, “many pencils”, chickens - “chickens”, “one nesting doll”, etc.). Such violations are part of lexico-grammatical underdevelopment of speech.

Optical dysgraphia is an unstable visual perception, letters are not recognized and are perceived differently in each word. In writing, such replacements look like this: p-i, p-n, u-i, ts-sch, sh-i, m-l, b-d, p-t, n-k... Mirror writing of letters is also possible, especially for left-handed people.

Motor – often associated with handwriting; in the process of writing, problems arise in the movements of the hand and a violation of the perception of letters with a visual image.

All of these forms of dysgraphia are permanent and stable. In some cases, dysgraphia is accompanied by non-speech deviations, such as impaired memory, distracted attention, and mental illness.

Exercises for self-study

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

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

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

Prevention of writing disorders in children

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

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

The correct approach to the development of a child, the persistence and patience of parents when performing all speech therapy tasks, consultation with specialists and the prevention of violations will help the child acquire correct writing skills. The images below show examples of dysgraphic errors in writing: