The state of successive functions in children with reading and writing disorders. Specificity of reading and writing disorders in children of primary school age N root violation of reading and writing
Trubitsyna Alina Aleksandrovna, Student of the North Caucasus Federal University, Stavropol [email protected]
Cherepkova Natalia Viktorovna, candidate psychological sciences, Associate Professor of the Department of Defectology, NCFU, Stavropol
The specifics of reading and writing disorders in younger children school age
Abstract: The article is devoted to the specifics of reading and writing disorders in children of primary school age. The authors considered the main forms of impairment in writing and reading, specific errors, features of the manifestation of violations. Key words: reading, writing, dyslexia, dysgraphia.
The problem of violations written speech among schoolchildren, one of the most relevant for school learning, since writing and reading from purpose primary education turns into a means of further knowledge acquisition by students. Many psychologists and teachers have dealt with the problem of teaching reading and writing: B.G. Ananyeva, R.F. Spirova, V.I. Gorodilova, L.I. Klimanov. The child needs to master the basic skills of educational activities: writing, reading, mastering these skills contributes to successful learning at school. Dyslexia has been studied by various authors: A.N. Kornev, R.I. Lalaeva, R.E. Levina, I.N. Sadovnikova, M.E. Khvatsev dr.
M.E. Khvatsev defines dyslexia
as a partial disorder of the reading process, making it difficult to master this skill and leading to many mistakes during reading (omission of letters, syllables, substitutions, permutations, omissions of prepositions, conjunctions, substitutions of words, omissions of lines). In the definition of dyslexia, it is necessary to indicate the main characteristics of reading errors that would allow them to be distinguished from other reading disorders. In dyslexia, mistakes are repeated, difficulties in reading are manifested in substitutions, omissions and permutations. Errors are persistent and last for a long time. Thus, dyslexia is determined not by several, often random, reading errors, but by their aggregate and persistent nature. The existing mistakes when reading children do not always prove the existing dyslexia. Errors can occur due to violations of the behavior of children, fatigue, pedagogically neglected. Errors in such children are not persistent, and are not based on lack of formation. mental processes... In the definition of R.I. Lalayeva said that dyslexia is a partial disorder of the process of mastering reading, manifested in numerous repetitive mistakes of a persistent nature, due to the lack of formation of mental functions involved in the process of mastering reading.
The symptoms of dyslexia are different and depend on the nature of the disorders. S. BorelMesonny, M.E. Hvatsev, when determining the symptoms of dyslexia, directly reveal impairments in reading. The motor and spatial impairments that accompany dyslexia are pathogenic. K. Lonay, M. Kutz determined that reading disorders are not isolated disorders, but depend on the existing disorders in oral speech , motor skills, visual, auditory analyzer. With dyslexia, the child's reading pace is slowed down, and a large variety of errors occur. Children with dyslexia will notice difficulties in mastering letters, rearrangements may occur, the child does not synthesize words, jumps from one line to another, does not understand the meaning of what he has read. Global perception of the word in dyslexia is possible, but it remains undifferentiated and erroneous. With severe dyslexia, the child is unable to read three letters and begins to use guessing reading. R.E. Levin considers the following errors in reading to be typical manifestations of dyslexia: insertion of additional sounds, omission of letters, replacement of one word with another, errors in the pronunciation of letters, repetition, addition, omission of words. R.E. Levina identifies the following main types of manifestations of dyslexia: insufficient assimilation of letters, insufficient merging of letters into syllables, incorrect reading of words, phrases. A.N. Kornev distinguishes two types: incorrect recognition of letters and incorrect combination of letters in a word. By manifestation, two forms of dyslexia are distinguished: literal, manifested in the inability or difficulty in assimilating letters, and verbal, which manifests itself in the difficulty of reading words. S. BorelMesonny, O.A. Tokarev offer classification of dyslexia depending on their pathogenesis. S. BorelMesonny divides dyslexia into groups: 1. Dyslexia associated with speech impairment. 2. Dyslexia associated with poor spatial representation. 3. Mixed cases. 4. False dyslexia. The children of the first group have insufficient auditory memory and have impaired auditory perception. It is very difficult for such children to establish a connection between auditory and visual in oral speech, there are many errors. Children of the second group have disturbances in the perception of shape, size, location in space, determination of the top, bottom, right, left side, in severe cases of impairment of kinesthetic memory, inability to imagine unusual positions of the arms and legs in space, disturbances in the body scheme, there are dyspraxias. in the third group, children have visual and auditory perception impairments, as well as motor lag. With a mixed form of dyslexia, children do not build phrases well, choose words for a long time, mix right-handed, poorly distinguish figures in shape and size. Their movements are often awkward, synkinesis and sluggish reactions are observed. In the fourth group of dyslexia, children do not have speech impairments or underdevelopment of spatial representations. However, these children did not learn to read well for various reasons. The authors R.I. Lalaeva, L.V. Benediktova distinguish phonemic, optical, optical-spatial, semantic and mnestic dyslexias. They believe that only phonemic and optical dyslexias are observed in children. Other forms occur with organic brain lesions, with aphasia. With this phonemic form, children cannot learn to read for a long time, it is difficult for them to learn letters, they cannot use words and syllables. Akhutina T.V. identifies the types of reading disorders: 1) congenital verbal blindness, 2) dyslexia, 3) bradylexia, 4) legasthenia, 5) congenital weakness in reading. By definition R.I. Lalayeva: dysgraphia is a partial violation of the writing process, manifested in persistent, repetitive mistakes caused by the lack of formation of the higher mental functions involved in the writing process. According to A.N. Korneva: dysgraphia is a persistent inability to master the skills of writing according to the rules of graphics. RI Lalaeva identifies the following features of dysgraphia: errors in dysgraphia are persistent and specific, numerous, repetitive and persist for a long time. Types of dysgraphic errors: distorted spelling of letters; replacement of letters; permutations, omissions, perseverations; separate spelling of a word, continuous spelling of words, agrammatisms. Errors in writing are associated with a particular type of dysgraphia. So, articulatory-acoustic dysgraphia manifests itself in substitutions, omissions of letters, corresponding to replacements and omissions of sounds in oral speech. Dysgraphia based on violations of phonemic recognition is characterized by errors in the form of substitutions of letters corresponding to phonetically close sounds, substitutions of vowels, errors in the designation of the softness of consonants in writing. With dysgraphia caused by disturbances in analysis and synthesis, there will be missing consonants when they collide, missing vowels, rearranging and adding letters, continuous spelling, and breaks in words. Agrammatic dysgraphia manifests itself in distortions of the morphological structure of words (incorrect spelling of prefixes, suffixes, case endings, a change in the number of nouns), as well as violations of the syntactic design of speech. The optical form of dysgraphia is characterized by errors in the form of substitutions of graphically similar letters, mirrored writing of letters, omissions of letter elements and their incorrect arrangement. I.N. Sadovnikova identifies three groups of errors in dysgraphia. So, errors at the letter and syllable level can be caused by:
unformed actions sound analysis words (skipping, rearranging, inserting letters or syllables);
difficulties in differentiating phonemes;
similarity in the spelling of letters;
distortion of the phonemic perception of words. A.N. Kornev highlights errors in dysgraphia: errors of sound-letter symbolization; errors of graphic modeling of the phonemic structure of a word; errors of graphic marking of the syntactic structure of the sentence. Highlighted by I.N. Sadovnikova causes of dysgraphia: caused by harmful influences or hereditary predisposition; violations of oral speech of organic genesis; delay in the child's awareness of the body schema. Dysgraphia can be the result of a violation of the perception of space and time, as well as the analysis and reproduction of spatial and temporal sequence. To provoke its appearance moguffective disorders / Psychological and pedagogical features of the manifestation of dysgraphia in younger schoolchildren were studied by T.V. Akhutina, L.S. Vygotsky, R. I. Lalaeva, A. N. Kornev, A.R. Luria, V.I. Laudis, I.P. Negure, L.S. Tsvetkova and others. The writing process consists of five psychophysical components: acoustic (the child needs to hear and select the sound), articulatory (to clarify the sound), visual (presentation of the graphic image of the sound), retention of graphic symbols in the memory. When writing, it is necessary to carry out a phonemic analysis of the word , correlate a phoneme with a letter and write the letters in a specific sequence.
Thus, dyslexic impairment is not a problem, but its social consequences can be quite serious. The child may find himself under a hail of ridicule in the classroom, or he may develop a hatred of letters and numbers. The presence of dyslexia affects the child's academic performance, ridicule by peers may occur and can cause social consequences in the child's life. Poor performance leads to impaired formation of working capacity and impaired formation of self-control, aggravates the symptoms of dysgraphia, and causes a particularly large number of errors in the work of children.
References to sources 1. Lalaeva R.I. Methodology for the psycholinguistic study of oral speech disorders in children. M., 2004.2. Kornev A.N. Reading and writing disorders in children: Textbook. SPb .: Mim, 1997, 286 p. 3. Akhutina T.V. "L.S. Vygotsky and A.R. Luria: the formation of neuropsychology "// Questions of psychology, 19 96 № 5
Kornev Alexander Nikolaevich (1949, Leningrad) - psychiatrist, speech pathologist, neuropsychologist, doctor of psychological sciences, candidate of medical sciences, vice-president of the Association of speech pathologists of St. Petersburg.
Graduated from the Leningrad Pediatric Medical Institute in 1972. After completing an extramural postgraduate study in child psychiatry at the Department of Psychiatry LPMI in 1982 he defended his Ph.D. thesis on the topic: "Dyslexia, its clinical and psychological study in mental retardation and mental retardation in children."
For over 10 years he worked as a psychiatrist, first in the Novgorod region, and then in the Leningrad region. In 1984-1985 he worked as an assistant at the Department of Psychopathology and Speech Therapy at the Leningrad State pedagogical institute them. A.I. Herzen. From 1985 until its closure in 1996, he worked as an assistant and then as an assistant professor of the Department of Child Psychiatry, FUV, Leningrad Pediatric Medical Institute (now the St. Petersburg State Pediatric medical Academy). Since 1996, he becomes the scientific director of the NOU pedagogical innovations and technologies, " The educational center"Presto" ", combining this work with teaching at the Russian State Pedagogical University. A.I. Herzen, Academy of Postgraduate teacher education Petersburg, Moscow City Psychological and Pedagogical University.
Region scientific research: child psychiatry, speech pathology of childhood, neuropsychology and neurolinguistics of children, correctional psychology. Studying reading and writing disorders from clinical and psychological positions, he made a significant contribution to the disclosure of the mechanisms of dyslexia.
Since 1983, A.N. Kornev has been studying the clinical, psychological and neurolinguistic mechanisms of oral speech underdevelopment in children. The obtained results formed the basis for the book "Fundamentals of speech pathology of childhood: clinical and psychological aspects" and allowed laying the foundations of a new scientific direction: "speech pathology of childhood". This book has been recognized better work 2001, and its author A.N. Kornev became a laureate of the Ministry of Science and Technology Russian Federation in the priority area "Technologies of living systems".
In 2006, the result of his research was a successfully defended thesis on the topic: "System analysis of the mental development of children with speech underdevelopment." A. N. Kornev has published more than 80 publications on the above topics, including 8 books and teaching aids.
Books (2)
How to teach a child to speak, read and think
The book is intended for the development of children early and preschool age coherent speech, memory, attention, thinking and reading comprehension skills. Games and activities of the manual are intended for educators and parents conducting classes with children aged one and a half to seven to eight years.
The manual consists of two brochures: one of them contains cut pictures, the other - a methodological guide on the use of the material. It can be used by both parents at home and by specialists (speech therapists, psychologists, defectologists) and kindergarten teachers.
Fundamentals of speech pathology in childhood
Clinical and psychological aspects.
The book is the first edition in Russia devoted to the clinical and psychological description of various forms of speech underdevelopment in children.
Is given detailed description symptoms and syndromes found in children with speech pathology. Medical, psychological and speech therapy manifestations of speech underdevelopment are analyzed.
The book systematizes the data not only of domestic authors, but also of leading foreign experts. The principles and methods of diagnosing speech underdevelopment, methods of speech therapy and psychological assistance children. This publication contains information on new advances in psycholinguistics, neuropsychology, neurolinguistics, speech therapy, speech pathology and child psychiatry.
"3. Kornev A.N. Reading and writing disorders in children. - SPb .: Rech, 2003 .-- 330 p. 4. Kuindzhi N.N. Functional readiness for school: ... "
K-PNU imeni Ivana Ogynka, Faculty of Korean and Social Pedagogy and Psychology
3. Kornev A.N. Reading and writing disorders in children. - SPb .: Speech,
2003 .-- 330 p.
4. Kuindzhi N.N. Functional readiness for school:
retrospective and relevance // Bulletin of the Russian Academy of Medical Sciences. -
2009. - No. 5. - P.33 - 37.
5. Luria A.R. Essays on the psychophysiology of writing // Letter and speech:
Neuro-linguistic research. - M .: Ed. Centre
"Academy", 2002. - 352 p.
6. Trzhesoglava Z. Mild brain dysfunction in childhood. - M .: Medicine, 1986.-256 p.
7. Elkonin D.B. Development of oral and written speech of students // Reader on developmental and educational psychology / Ed.
I.I. Ilyasova, V. Ya. Laudis. - M .: Publishing house of Moscow University, 1980 - 265 p.
The article examines the causes of difficulties and disorders when forming reading and writing skills of primary school children. Main biological and social factors engendering mentioned difficulties and disorders are also specified in the article.
Keywords: difficulties and disorders when forming reading and writing skills, primary school children, dysgraphia, dyslexia, dysorfographia.
Otrimano 25.2.2012 UDC 376.37 (075.8) S.A. Demidenko
Vocabulary Improvement EMOTSII UCHNIV POCHATKOVIKH
KLASIV SPECIAL ZAGALNOOSVITNIKH SCHOOLS FORCHILD WITH SEVERE SHOOTING MOVELENNYA ON
CLASS READING LESSONS
The statistic shows the organization and the results of the advanced vocabulary of the young schoolchildren's emotsies, which may cause the deterioration of the development and directly the correct pedagogical robotics and the improvement. Demonstration of the possibility of monitoring the results of the previous years in the practice of the Russian movement of scientists of cob classes of schools for children with serious injuries of movement.© Demidenko S.A.
Corrective pedagogy and psychology Key words: vocabulary of emotion, post-reading, studies with grave damages of movement, special technique of new translation.
The article presents the organization and results of the study of the vocabulary of emotions of junior schoolchildren with speech disorders and the direction of correctional and pedagogical work on its improvement. The possibilities of using the research results in the practice of teaching the Russian language to students are shown. primary grades schools for children with severe speech impairments.
Key words: vocabulary of emotions, extracurricular reading, students with severe speech impairments, a special method of teaching a language.
Currently, in the methodology of teaching the Russian language to children with severe speech impairments, the question of an effective combination of a speech therapy approach and the possibilities of borrowing techniques, teaching methods, types of exercises, etc., which the methodology of teaching Russian language of a mass school has at its disposal, remains very relevant.
This issue was acutely faced with a special method of teaching the Russian language back in the 80s of the XX century. K.V. Komarov, 1982, noted the fact that "speech therapy as a science revealed the absence of precisely those methods and techniques that the school process of developing and teaching language as a subject needs". Undoubtedly, speech therapy, as a dynamically developing science, constantly enriching itself with new theoretical and practical knowledge, influences the content, methods and methods of pedagogical work aimed at the assimilation of material by children with severe speech impairments (hereinafter THR) on the subject "Russian language".
Using the example of updating the content of the lessons extracurricular reading We will demonstrate the unity of the "speech therapy" and "methodological" approaches in the correction of speech and the acquisition of program knowledge and skills by children with TNR in the course "Russian language".
Out-of-class reading - independent reading of books, magazines, newspapers, etc., organized by the school, libraries, parents, not provided for in the Russian language and literature program. For pedagogical guidance of extracurricular reading, special lessons are provided. The purpose of the extracurricular reading lessons is to master the system of knowledge and skills determined by the program of teaching the Russian language to students with the TNR, as the basis for the formation of reading independence. One of the most important requirements of the Russian language teaching program at school for children with TNR is mastering the ability to understand the mood and feelings described in the K-PNU named after Ivan Ogynka, Faculty of Korean and Social Pedagogy and Psychology Tex, to assess actions actors, to compare the actions of the heroes of the text with the actions of people in real life.
Such close attention to understanding the emotional component of texts is not accidental, since the greatest, special difficulty in understanding and using in speech by children with TNR is the vocabulary that reflects the emotions and experiences of a person.
N. D. Krivovyazova notes that:
Children with TNR understand the character of the characters, but the depth of their comprehension is insufficient;
Not all character traits come into view, the most striking ones stand out;
The possibility of having different traits in one person is excluded.
Characters are classified as only "bad" or only "good".
Our studies of the state of the vocabulary of emotions in junior schoolchildren with speech disorders also stated similar difficulties in understanding and expressing emotions and pointed to the need to organize purposeful work to improve this type of abstract vocabulary.
The lexical system from the expressive-stylistic point of view is presented in the form of commonly used (stylistically neutral) and emotionally expressive vocabulary. In the scientific and methodological literature, there are different points of view on the development and formation of emotionally expressive vocabulary, on the classification of this vocabulary, ambiguity in understanding the place and role of the emotionally expressive word in the meaning of the word.
Emotional-expressive vocabulary is the most adequate means of expressing a person's personal, subjective attitude to the subject of expression, and is also a means of expressing his personal feelings, emotional experiences... This vocabulary helps to carry out interpersonal communication, serves as a means of communication, most clearly expresses likes and dislikes. The vocabulary of emotions, being an integral part of the lexical system of the Russian language, is itself a superparadigm, i.e.
system of paradigms. The vocabulary of emotions is distinguished by a variety of expression of semantic relations and a variety of grammatical design.
Verbalization emotional states forms emotional competence. The freer a person orientates himself in the world of emotions, the more shades of emotional states he knows and can express them verbally (verbally) and non-verbally (gesture, facial expressions, posture), the more adequate his reaction to the Korean pedagogy and psychology of reality will be, the higher will be his communicative culture, which in turn is a component of the culture of the individual.
In order to study the understanding of the vocabulary of emotions, we used 3 series of tasks. For the analysis of the research results, the levels of success in completing tasks were determined separately for three series (high, above average, average, below average, low levels.
The first series uses the technique of an associative experiment in order to identify the level of organization of the semantic fields of words in the vocabulary of emotions.
The second series contains tasks for the selection of antonyms, synonyms, words of the same root to words of the vocabulary of emotions in order to determine the "peripheral possibilities" in using the dictionary of emotions.
The third series is aimed at exploring the possibilities of using the vocabulary of emotions in coherent speech of students.
Students are asked to compose:
Picture sentences using emotion vocabulary words
Stories on performances on given topics. Topics are defined according to different emotional content.
Analysis of the results obtained in three series of research tasks allows us to identify the features of the vocabulary of emotional states of primary schoolchildren with speech disorders.
The vocabulary of emotions of younger schoolchildren with TNR is qualitatively and quantitatively deficient. Most students in the active vocabulary of emotions do not have adjectives, participles, or adverbs for emotional states. They mainly use nominative and predicative vocabulary.
The semantic field of the vocabulary of emotions is not sufficiently formed, not perfect. Few obtained in the course experimental research associative pairs are built mainly according to the type of syntagmatic connections. The answers contain random associations, common mainly in children 5-6 years old.
Errors in phonetic design, inaccurate semantic use of words in the vocabulary of emotions are observed. In the speech of younger schoolchildren with TNR, the processes of word formation and inflection are violated, in general, and in emotional vocabulary including (mistakes in education and the use of single-root words). Students find it difficult to select synonyms and antonyms for the words of the K-PNU vocabulary named Ivan Ogynka, Faculty of Correction and Social Pedagogy and Psychology of Emotions. When forming antonyms, new words are not used, but the particle is not added.
Difficulties in using words of the vocabulary of emotions in a coherent statement are characteristic: sentences with words of the vocabulary of emotions in speech are replaced with phrases; words of the vocabulary of emotions are often used inadequately; in the story, they allow a distortion of the meaning of emotionally containing situations.
Younger schoolchildren with speech impairments in each of the three series of tasks demonstrated a level of success below average, therefore, it is possible to determine the level of systemic organization of the vocabulary of emotions of younger schoolchildren with speech impairments as below average.
The results of the experimental study allow us to identify the conditions necessary for the formation of a dictionary of emotional states of students with speech disorders:
1. Independently, the lag in mastering the vocabulary of emotions cannot be overcome; the formation of a vocabulary of emotional states of students with TNR requires pedagogical guidance.
2. Improving the vocabulary of emotions presupposes the development of its consistency according to various criteria.
3. Work on the formation of a dictionary of emotional states of children with speech disorders should be carried out on the basis of developing an understanding of emotional states, vocabulary of emotions and modeling emotionally containing situations.
We have developed and tested the content of correctional pedagogical work to improve the vocabulary of emotions of primary schoolchildren with speech disorders.
In accordance with the set goal - the improvement of the vocabulary of emotions, taking into account the principles of the development of the systemic nature of the language, the basic principles of the study and correction of speech disorders (the systemic principle, the principle of accessibility, gradualness, the interconnection of speech and other mental processes, activity, scientific approaches), general didactic and specific principles of teaching children with speech impairments, learning objectives are defined:
Clarification of the meanings of the words of the vocabulary of emotions available to children;
The development of lexical consistency according to various criteria:
semantic, derivational, grammatical:
Formation of syntagmatic connections (actualization of words of the vocabulary of emotions in a coherent statement);
Development communicative competence.
Core pedagogy and psychology
The selection of lexical material (words of the vocabulary of emotions) was carried out on the basis of: K. Izard's scale of emotions (modified by S. Kalinin); the alphabet of emotions presented by L.G. Babenko;
list of verbalized positive and negative emotions.
Lexical material (words, phrases, sentences, texts) - verbalization of emotions according to 7 modalities (joy, interest, surprise, sadness, anger, fear, disgust).
The sequence of assimilation of lexical material is determined by the degree of difficulty in understanding emotional states by students with TNR, which we identified earlier, the least successfully understood emotions complete the learning process. Sequence of study: verbalization of emotions of joy, anger, sadness, fear, disgust, interest, surprise.
1. Improvement of lexical consistency according to word-formation models (enrichment of the vocabulary of emotions through education related words various parts of speech, word-formation semantisation of words).
2. Formation of lexical consistency by semantic feature (classification of words based on various semantic features - correlating the meaning of a word with various lexicosemantic groups of emotive vocabulary, the development of paradigmatic connections - the development of antonymy, synonymy).
3. Development of syntagmatic connections - the use of words of the vocabulary of emotions in phrases and sentences.
4. Consolidation of the dictionary of emotions in a coherent statement - text analysis, storytelling.
Analysis of the functioning of the vocabulary of emotions in a work of art - an integral part general analysis literary text according to the actual content.
The analysis of the functioning of the vocabulary of emotions in a literary text is carried out in three directions:
a. Emotive meanings in the structure of the character's image (dictate) are overturned into the real world of human emotions.
Their combination in the text is a kind of dynamic set that changes as the plot develops, reflecting inner world character in different circumstances, in relation to other characters.
b. Emotive meanings in the structure of the author's image. The author of K-PNU imeni Ivana Ogynka, Faculty of Correction and Social Pedagogy and Psychology, reveals its sympathies, antipathies and other emotive-modus qualifications of the depicted world in conditions of different types of speech (both in monologue and dialogical), forming an expressive context of the work.
c. Emotive meanings induced in the mind of the reader by the content of the text. Psychological experiments, aimed at studying the semantic perception of the text, confirm that the reader perceives the text conceptually, in its semantic integrity (A.A. Brudny, R.I. Pavilenis, R. Titone). Emotive meanings are perceived as a whole, primarily under the influence of the emotional tonality of the text. The emotional tone of the text is perceived individually.
5. Updating the dictionary of emotions in a communication situation.
We present a summary of an extracurricular reading lesson, using the developed and tested by us on speech therapy classes the content of correctional and pedagogical work to improve the vocabulary of emotions of students with speech disorders.
In our work, we were guided by the following principles for organizing extracurricular reading lessons:
Preparedness of students for lessons;
Maximum independence of schoolchildren in the lessons themselves;
The increased emotional background of the lesson, or as A.K. Aksenova "the conviviality of the lessons."
The topic of the extracurricular reading lesson: Creativity of L.N. Tolstoy - the story "Shark" Purpose: to form the interest of students from TNR to reading
Tasks:
Educational: to improve reading skills, practical skills in working with text (when reading, retelling, telling, students train in the ability to translate punctuation marks in accordance with their meaning into intonation design);
Correctional and developmental: enriching the vocabulary of students with words of the vocabulary of emotions through the formation of the ability to find words in the text that characterize the hero, evaluate the actions of the characters, compare the actions of the heroes of the text with the actions of people in real life;
Educational: to form interest in the work of the classics of world fiction.
Equipment: books with a story by L.N. Tolstoy "Shark", illustrations for the story different authors, multimedia equipment, slides for the lesson, children's drawings.
Core pedagogy and psychology Plan - outline of the lesson
1. Organizational moment.
Read in chorus the words on the chalkboard:
"It is useful for everyone to read" to oneself "and out loud.
The book is the best, most loyal friend! "
2. Announcement of the topic of the lesson.
Teacher: Look at the illustrations for the book and tell me what kind of work of art will be discussed?
3. Preparatory work for reading the work.
Teacher: Now we will remember how we prepared for the lesson.
Children: Read the story of L.N. Tolstoy "Shark".
Teacher: What terrible predator would you like to know more about? Did you manage to find interesting information about this sea monster? Who helped you? (children's answers).
Teacher: Listen, the guys in our class have prepared stories about the shark.
The teacher summarizes: In almost all the seas and oceans of our planet, there are terrible fish called sharks. These are the oldest fish on Earth. Shark is a voracious and predatory fish. They flock to follow the ships and wait for a person to fall into the sea, but if this does not happen, then with great pleasure they devour what people throw into the water. They swallow everything, even empty bottles, cans and all kinds of junk. The white shark is the most dangerous, ferocious and strongest of all sharks. It is called the “white death”. If you put it on the tail, then with the tip of the nose it will reach the fourth floor. Sharks have a special bag, something like a spare stomach, where food can be stored for a whole month and not spoil.
Scientists do not yet know how this happens. The shark's teeth are large, very sharp. They are arranged in five rows, and in some species, in seven rows. If a shark breaks a tooth, another grows in its place, and so six times throughout its life (according to the materials of the website www.festival.
Teacher: Why did Lev Nikolaevich Tolstoy write a maritime history, what new things did we learn about the biography of the great Russian writer.
Children: We learned that L.N. Tolstoy took part in the defense of Sevastopol during the Crimean War of 1834-1835. He fought side by side with the sailors, during the calm period he heard a lot of sea stories from them.
Vocabulary work (words on the board): gunner, deck, anchor, sail, bathing house.
K-PNU imeni Ivana Ogynka, Faculty of Correction and Social Pedagogy and Psychology Teacher: Once again, we will carefully listen to the story and answer the question: "Why did the boys find themselves in a dangerous situation?"
4. Reading the story by the teacher.
5. Conversation on the actual content of the text using selective reading:
Answers to the teacher's question.
Vocabulary work, clarifying the understanding of phrases: stood at anchor, as if from a heated stove, arranged a bath in the sail, swim in a race, open sea, quiet murmur.
6. Analysis of the emotional context of the work.
Teacher: On the blackboard there is a story outline:
1. Bathing.
2. Mortal danger.
3. Salvation.
Read the first part of the story, define the mood that the author conveys?
Children: calm mood, (peaceful, serene - on the board).
Teacher: We can call the mood of calmness a peaceful, serene mood. (The teacher carries out the semantisation of words by word formation).
Children: a beautiful day, a fresh breeze, a heated stove Teacher: Read the second part of the story. What is it called?
What feelings, emotions do you experience? How does the author convey this?
Children: fear, horror, powerlessness of others, compassion for the father. The author uses a lot of exclamation sentences: "Shark! Back!"
Come back! ". Words and expressions: sea monster, a piercing screech, froze with fear. The author describes the impotence of people before the monster as follows:" The sailors lowered the boat, rushed into it and, bending the oars, rushed with all their might to the boys; but they were still far from them, when the shark was no more than twenty paces. "
Teacher: What is the name of the third part of the story, why? Who saved the boys?
How did people's emotions change? As L.N. Tolstoy describes them. How do you understand "a quiet murmur, a murmur became stronger, a loud, joyful cry"?
The teacher, summarizing: What emotions and feelings does the work evoke?
Children: Compassion for the father, he almost lost his son.
Fear - when the shark chased the boys.
Joy - for the happy salvation of the boys.
Core pedagogy and psychology Analysis of emotive meanings in the structure of the character's image - the father of the artillery artist.
Teacher: Who the main character works? How can we characterize the boy's father?
Children: We can call him a loving father.
Teacher: In what circumstances are these qualities manifested? On what basis did you decide so?
Children: When the boys sailed, the boy's father stood and admired his son.
The artillery father is also a determined person.
Father fired his cannon, aiming at the shark as everyone stood frozen in horror. He did a decisive thing. The father understood that he could get into the boys, but he made a difficult, only choice.
(Analysis of emotive meanings in the structure of the author's image).
Children: The old artilleryman admired his little son.
He supported him with shouts: "Don't give it out! Push yourself!" The author describes the fear for the life of his son with the words "white as a sheet", "the screech seemed to wake up the gunner" (he was numb from fear for the lives of his children), "the gunner fell near the gun and covered his face with his hands" only after he heard joyful cries he "opened his eyes, got up and looked at the sea."
Teacher: L.N. Tolstov, by the power of his words, painted a portrait of the father of the artillery man. He is middle-aged, laconic, stern, does not give vent to feelings, seems to be strict, with a military bearing, a man, to make difficult decisions, to take responsibility for himself.
7. Generalization of the work.
Teacher: What does the story of L.N. Tolstoy? (Answers of children:
"The boys did not think about the danger that might lie in wait for them on the high seas and found themselves in a very difficult situation," "The boy's father, saving his son, had to make a difficult decision - aiming at a shark, he could hit his son", etc. ) The teacher summarizes: Rash, reckless actions can lead to trouble. We must think about the consequences of our actions, take care of ourselves and our relatives and friends, who are very worried about us and love us.
Have you ever done anything that could lead to danger? How did the adults behave? How did the work of L.N. Tolstoy to take a different look at some actions?
8. Lesson summary. Tell us what feelings are reflected in the drawings that you drew for the story of L.N. Tolstoy "Shark".
K-PNU imeni Ivana Ogynka, Faculty of Corrective and Social Pedagogy and Psychology Thus, we believe that the inclusion of work on improving the vocabulary of emotions (tested by us in speech therapy classes) in the lessons of extracurricular reading contributes to the improvement of the system of school teaching of the language of children with severe disorders which, according to K.V. Komarova "pursues the goal of correcting, shaping and developing the speech of children, to ensure that they master the material on the subject" Russian language. "
List of vikoristanikh dzherel
1. Aksenova, A.K. Methods of teaching the Russian language in a correctional school. - M .: Vlados, 2002 .-- 320 p.
2. Babenko, L.G. Russian emotive vocabulary as a functional system: 02/10/01: Author's abstract. dis. for a job. learned. step. Dr. philologist.
sciences / L.G. Babenko; Ural. state un-t them. A. M. Gorky. - Sverdlovsk, 1990 .-- 31 p.
3. Komarov, K.V. Methods of teaching Russian at school for children with severe speech impairments. - M., 1982 .-- 159 p.
4. Krivovyazova, N.D. Teaching the Russian language to children with severe speech impairments: textbook. manual for students N. D. Krivovyazov. - Minsk: Zorny Verasen, 2007 .-- 215 p.
5. Lvov, M.R. Dictionary-reference book on the methodology of the Russian language. - M .: Education, 1988. - 240p.
- & nbsp– & nbsp–
VIKORISTANIA IGROVIKH METHODIV TA PRIOMIV ON
LESSONS OF UKRAINIAN MOVI IN YOUNG CLASSES
SPECIAL LEGAL SCHOOLS FOR CHILDREN from TPMKey words: young schoolchildren, grave destructive movement, © Dmitriyva IV, Grinenko O.M. victory. Essay competition for the 65th anniversary of Victory Day. Literary Prize. N. Zadornova - M .... "
«Bresser JUNIOR USB Microscope Operation Manual Attention! Risk for the child! Sometimes this device requires the use of sharp-edged tools. Keep the device, accessories and tools out of the reach of children. I mean ... "
"O. A. Kostrova Samara Pedagogical University Pragmatic context and implicative meaning of a polite statement The article examines various types of pragmatic context and their influence on the creation of a nationally specific implicative meaning of a statement in different cultures ... "
«737 The modern image of the teacher and the teaching staff of the preschool educational institution Maksimova Natalya Gennadievna, Gorbenko Diana Sergeevna CHOU School Creativity Samara Key words: Kindergarten, methodical work, team, education model, teacher Abstract. Currently, in our country there are significant changes to the national ... "
2017 www.site - "Free digital library- various documents "
The materials on this site are posted for review, all rights belong to their authors.
If you do not agree that your material is posted on this site, please write to us, we will delete it within 1-2 business days.
Psychological and pedagogical features of children with reading and writing disorders
A. N. Kornev
The state of successive functions in children with reading and writing disorders
Successive functions
Of all the prerequisites for intelligence, violations of successive functions, perhaps more often than others, are found in selective violations of school skills [Mnukhin SS, 1968; Demyanov Yu. G., 1971]. Dyslexia is no exception. Disorders of discrimination, memorization and reproduction of temporal sequences of stimuli, actions or symbols in specific reading disorders were discovered by S. S. Mnukhin (1984), D. Doehring (1968), S. Gantser (1979) and other researchers. Children at a low level perform tasks such as reproducing a sequence of movements, sound and graphic rhythms, make many mistakes when reproducing a sequence of images, find it difficult to reproduce a temporal sequence of verbal stimuli (words, numbers), but are capable of automating speech series (seasons, days weeks, months). There are different points of view on the modal specificity of these disorders. D. Bakker (1972) believes that with dyslexia, successive operations suffer only on verbal material. W. Gaddes (1980) believes that the insufficiency is polymodal.
Investigating this group of functions, we used the following tasks: a) "speaking in series" (seasons, days of the week in order); b) reproduction of sound rhythms from 3–6 beats with different intervals; c) test "Fist - edge - palm" and a similar, but more complicated (added movement of the legs) test.
Experiments have shown that children with dyslexia, as well as children with CRD, significantly lag behind healthy children in all of the tasks listed. Most often, they have a weakness in the automation of speech series (64% of cases), less often the reproduction of sound rhythms (46%), and even less often difficulties in reproducing a series of movements (33%).
The reproduction of sound rhythms can be defective both due to the state of the auditory analyzer (at the stage of analysis of the presented sample) and due to the peculiarities of the functioning of the motor systems (at the stage of reproduction). To clarify the reasons for the identified difficulties, it is advisable to compare this task with other tests affecting these functions. The frequency of the combination of low results in the reproduction of rhythms with the composition in the test "Fist - rib - palm" serves as an indirect indicator of the role of motor deficiency in the analyzed disorder. On the other hand, the presence of low results simultaneously in the "rhythms" and the subtest "Repetition of numbers" from the ABM-WISC gives similar information in relation to the speech-auditory analyzer. The first type of combinations occurs among our subjects in eight cases out of twenty two (36%), the second - in eighteen cases (82%). The differences are significant (p< 0,002). Тот факт, что большинство детей, не справившихся с воспроизведением ритмов, одновременно проявляют несостоятельность при воспроизведении цифровых рядов, указывает на заинтересованность высших отделов слухового анализатора. По-видимому, именно слабость церебральных систем, обеспечивающих удержание в кратковременной памяти ритмически организованных серий звуковых сигналов, приводит к низким результатам при воспроизведении ритмов.
Deficiency of certain successive functions, according to our observations, occurs in 88% of children with dyslalia. To varying degrees, these disorders are manifested in "dysphasic" and "dysgnosis" variants of the disorder. In the "dysphasic" subgroup, the reproduction of sound rhythms suffers more, and in the "dysgnosis" subgroup, the weakness of the automation of speech series (seasons, days of the week) dominates.
Reading and writing disorders in children. SPb., 1997. S. 96–97.
R. I. Lalaeva
Dyslexia and affective disorders
With dyslexia, various affective disorders are often noted (M. Rudinesco, M. Trela, J. Aubry, V. Halgren, etc.). At the same time, in relation to dyslexia, primary and secondary affective disorders are distinguished. In some cases, affective disorders, being primary, are considered as a factor causing dyslexia. In other cases, affective disorders occur in a child in connection with his failure to learn to read. If a child is viewed as retarded and incapable, he begins to feel inferior. If accused of laziness and lack of will, he often becomes aggressive and undisciplined. M. Rudinesco and M. Trela combine all affective reactions in dyslexia into three types:
1) a sense of inferiority;
2) a feeling of anxiety, fear, insecurity;
3) negative reactions, accompanied by aggressiveness, anger, harshness.
J. Aubrey identifies several other types of affective disorders in children with dyslexia:
Active negative reactions arise in the case when a child associates entering school with something unpleasant, due to a change in the situation, environment, conflict with children, and the strictness of the teacher. When negative reactions are observed only at school, one can look for the reason in the change in the situation in connection with entering school. When the negative reaction spreads to the family, it is necessary to look for its cause in those relationships that develop in the child in the family.
Affective immaturity occurs when the child has not been taught to be independent at home. Such children are infantile, do not tolerate changes in the environment, at school they do not establish contacts with peers. They retire, do not play with other children, keep themselves isolated, sometimes openly express their fear of school life and want to stay small.
Passive protest reactions occur in passive and lethargic children who act only under fear. They must be forced not only to work, but also to dress and eat.
V. Halgren also detects behavioral disorders in some children with dyslexia. But the author finds no connection between behavioral disturbances and the onset of dyslexia. He views behavioral disturbances as a factor that accompanies the course of dyslexia.
The question naturally arises as to how affective disorders should be considered: as one of the etiopathogenetic factors or as a consequence of reading disorders.
Isolation of affective disorders as etiopathogenetic factors is insufficiently substantiated, since most often affective disorders are a consequence, not a cause of dyslexia. In those cases when the non-assimilation of reading occurs due to the child's negative reactions, pedagogical neglect, difficulties in behavior, reading errors will not be specific, repetitive, persistent, characteristic of dyslexia.
Therefore, there are currently different points of view on the origin of dyslexia. This indicates, first of all, how complex the problem of the mechanisms of dyslexia is. At the same time, analyzing all the above data, certain conclusions can be drawn. As etiopathogenetic factors of dyslexia in children, disorders of those higher mental functions that carry out the reading process normally should be considered. In this regard, dyslexia can be caused by a violation of visual analysis and synthesis, spatial representations, violation of phonemic functions, underdevelopment of the lexical and grammatical side of speech. Therefore, reading disorders can be caused by, At first, underdevelopment of sensorimotor functions (agnostic-apractical disorders). So, the underdevelopment of visual analysis and synthesis, spatial representations causes difficulties in the child in mastering the visual images of letters, difficulties in recognizing and distinguishing them (optical dyslexia). Secondly, reading disorders can be caused by underdevelopment of higher symbolic functions, underdevelopment of linguistic generalizations: phonemic, lexical, grammatical (phonemic, semantic, agrammatic dyslexia). This group of reading disorders is the most common. Reading disorders in this case are one of the signs of impaired language development.
The origin of dyslexia is associated with the underdevelopment of many functional systems. In determining the form of dyslexia, the underdevelopment of the leading functional system in this case is of decisive importance.
Violation of the process of mastering reading. M., 1983. S. 27–28.
S. S. Mnukhin
About congenital alexia and agraphia
As a result of clinical observations and experimental psychological studies, most of the authors dealing with this issue come to the conclusion that congenital alexia and agraphia is an isolated defect in intellectually full-fledged children (Warburg, Illing, Plate, Petzl, Mayer, etc.), which some have likened to color blindness.
There were attempts on the part of some English authors to consider this form as a partial manifestation of mental retardation (Wolf, Engler).
Undoubtedly, violations of this type occur with various degrees of retardation even noticeably more often than in normal children, but numerous observations have clearly established the presence of these disorders, often in a very gross form, and in intellectually full-fledged and even super-gifted children.
It must be said that based on the study of our cases and the observations of other authors, it seems to us possible to establish, along with reading and writing disorders, a number of other disorders.
All our children could not list the months, days and weeks and the alphabet in order, although they knew these elements and reproduced them in a disordered manner.
Undoubtedly, as a result of prolonged exercise, they are able to master these elements, just as it is certain that as a result of prolonged exercise they are able to ultimately learn to read and write. However, the fact that our children with great difficulty and slowly acquire the knowledge and ability to enumerate these elements in order deserves attention, indicating the difficulty and slowdown in their processes of "series formation" and series of speaking.
Further, our children, when asked to repeat rows of 5 numbers or words, reproduced these last completely, but always not in the order in which they were offered it. At the same time, they usually made mistakes when they repeated these rows many times and even in cases of repeated repetition, memorizing these rows by themselves.
These children were asked to hatch the rods with the rhythm III - IIII – IIII – II until saturation (according to the Karsten method from the laboratory of Kurt Lewin). It was very revealing that two of them could not automate this rhythm and had to look all the time at the first line, which was shaded correctly; otherwise, they made gross mistakes in rhythm.
Memorizing poems turned out to be much more difficult for our children than for the controls. Short quatrains had to be read to them 2-3 or more times; while normal children could reproduce these quatrains in a few days, all alexics could not convey them unmistakably the very next day. Reproduction of the same story, which required accurate transmission in the order of what they read, they produced no worse than their normal children.
All these facts confirm the above stated thesis about the slowness and difficulty of the process of "series formation and series speaking" among the alexics. Psychologically different from the rya-agreement processes, the phenomenon is the ability to transfer months, days of the week, etc., in the reverse order.
We will allow ourselves to cite some more observations of our children, some of which are already known in the literature.
1. Our children, as a rule, were unable to count the number of letters in a word.
Mayer's assertion that it is easier for them to count the number of syllables in a word is correct.
2. All of them are unable to form words from the letters given to them in a random form, which are necessary to form this word.
3. When one letter is missing in a word (for example, "n-ro") or when one letter is rearranged in it (for example, "tsalpa"), reading a word, even a very familiar and short one, becomes a difficult and insoluble task for them.
4. As the reading and writing process improves<…>relief was also noted in the solution of these problems.
Citing all these facts and, in particular, observations about the violation and difficulty in these cases of the processes of "row-speaking", it seems to us possible to establish the position that with congenital alexia and agraphia, which was considered a purely isolated defect, a careful study reveals a number of other violations; these additional disorders, not being a random phenomenon in alexia and agraphia, appear, apparently, on a psychopathological basis common with reading and writing disorders.
What are the essence and psychopathological mechanisms of this defect?
We come to the conclusion that with congenital alexia and agraphia it comes about the violation of the whole system of functions of structure formation; more complex manifestations of this disorder are disorders of reading and writing, more elementary - disorders of "row-speaking".
There is no doubt that the combination of these disorders in our and similar children is not accidental. We have already indicated above the likelihood that both of these disorders arise on a psychopathological and anatomical-physiological basis that both of them have in common. It is not yet possible for us to consider any one of these violations as the cause of the other.
The overwhelming majority of cases described in the literature are boys with various degrees and forms of hereditary burden: alcoholic, psychopathic, epileptic, etc. Epileptic burden and mainly difficult childbirth, birth trauma are considered by many authors as the etiological moment of this defect. Numerous family cases of this disorder have been described (Ginshelwood, Warburg, Bichman, etc.).
There are no autopsy data on these cases yet; but on the basis of a frequent family manifestation, the gradual alignment of this defect under the influence.
Soviet neuropathology, psychiatry and psychohygiene. M., 1934.
N.V. Razzhivina
Features of cognitive activity in younger schoolchildren with dysgraphia
Violation of writing is a very common form of speech pathology in children of primary school age. Difficulties associated with mastering written speech are often the cause of persistent academic failure, school maladjustment, deviations in student behavior. Many works of domestic and foreign researchers are devoted to the problem of dysgraphia. However, the problem of correcting writing disorders in younger schoolchildren is still relevant. It's related, At first, with insufficient effectiveness of traditional methods of dysgraphia correction, which do not always allow to completely overcome this violation, but, Secondly, with an increase in the number of students suffering from dysgraphia.
Currently, writing disorders are considered in various aspects: clinical, psycholinguistic, neuro-psychological, etc. However, the psychological aspect of the study of dysgraphia is the least studied.
We carried out a comprehensive study of the cognitive activity of junior schoolchildren, which included a study of oral and written speech, features of attention, memory, visual gnosis and mental operations. The study was conducted on the basis of comprehensive school No. 74 in Voronezh and took place in two stages.
On first stage a survey of the written language of all students in grade 2 was conducted in order to identify children with dysgraphia. A total of 107 schoolchildren enrolled in the four-year program were surveyed. primary school... In the course of the study of writing, the written work on the Russian language in the work and control notebooks of students was analyzed, as well as additional written work was carried out: cheating, dictation and a test to identify a hidden violation of writing.
Schoolchildren without breaking the letter showed high results in all written work, and children with dysgraphia could not successfully cope with any of the proposed tasks. In addition, the analysis of the results of the written work made it possible to single out a group of children who could not be attributed either to schoolchildren without writing disorders, or to students with severe dysgraphia. Thus, all children in this group showed high results when performing tasks such as cheating and dictation, but could not cope with the proposed test. In this regard, within the framework of this study, two subgroups of schoolchildren with writing impairment were identified: a subgroup of students with severe dysgraphia and a subgroup of children with latent (mild) dysgraphia.
Analysis of written works on the Russian language in the work and control notebooks of schoolchildren, which was carried out during school year, showed that such a division of students with writing disorders was justified. On the one hand, the mistakes made by schoolchildren of both subgroups were distinguished by their specificity, persistence and did not disappear without special corrective work. On the other hand, the manifestation of writing disorders in the subgroup with latent dysgraphia was qualitatively different from the similar manifestation in the subgroup with severe dysgraphia. Students with severe dysgraphia made specific mistakes in each written work, but their number directly depended on the degree of complexity of the work. Schoolchildren with latent dysgraphia did not make specific mistakes in every work, and the number of mistakes did not depend on the degree of its difficulty. Thus, in this subgroup, there was an uneven manifestation of dysgraphia.
In the subgroup with severe dysgraphia, the most common errors were "analysis-synthesis" and optical errors. In the subgroup with latent dysgraphia, it was not possible to reveal the predominance of one or another type of dysgraphic errors. For example, schoolchildren with latent dysgraphia practically did not encounter agrammatisms in writing, and the ratio of all other types of specific errors in all types of written work turned out to be approximately the same. Children with severe dysgraphia rarely noticed and corrected their mistakes. At the same time, among schoolchildren with latent dysgraphia, corrected dysgraphic errors predominated in almost all written works. It was for students with latent dysgraphia that hesitation in the choice of letter and numerous corrections were characteristic. On the whole, 50% of primary schoolchildren made specific mistakes in writing to one degree or another. At the same time, 21% of children had a pronounced impairment of writing, and another 29% of students had latent dysgraphia.
On second stage a study of the cognitive activity of 50 schoolchildren was carried out, randomly selected from the children examined at the first stage of the experiment. Of these, 44% of schoolchildren had a pronounced writing disorder, 30% of students had latent dysgraphia, and another 26% of children had no writing disorders. The experimental group consisted of children with severe and latent dysgraphia, the control group consisted of children without writing disorders.
The examination of oral speech was carried out on the basis of a test methodology for diagnosing oral speech of primary schoolchildren, developed by T.A. Fotekova on the basis of the methods of R.I. Lalayeva and E.V. Maltseva. The use of this technique made it possible to obtain a quantitative assessment of the level of development of oral speech and the speech profile of each child, as well as the average speech profile in all the groups under consideration. In addition, a qualitative analysis of the state of oral speech was carried out in all surveyed schoolchildren. Analysis of the results of the examination of oral speech made it possible to make the following conclusions.
1. All children with a pronounced violation of writing had some kind of violation of oral speech. Moreover, the most severe speech disorders were diagnosed in this subgroup. So, 32% of students had OHP (3rd and 4th levels), 50% of schoolchildren had FFN, 9% of children were diagnosed with lexical and grammatical speech underdevelopment, 9% of students - phonemic speech underdevelopment. In 27% of cases, these disorders were combined with an erased form of pseudobulbar dysarthria.
2. Not a single child with latent dysgraphia was found to have OHP, and only one student was diagnosed with lexical and grammatical speech underdevelopment. The most common violation of oral speech in this subgroup was FFN, which was detected in 40% of schoolchildren, in 20% of students there was phonemic underdevelopment of speech, in 20% of children - dyslalia, in 13% of schoolchildren an erased form of pseudobulbar dysarthria was noted. In 13% of cases, there were no violations of oral speech.
3. In the control group, dyslalia was found in 46% of cases, in 23% of cases - an erased form of pseudobulbar dysarthria. One child had a neurosis-like stuttering, 31% of schoolchildren had no oral speech disorders.
4. All students with OHP were found to have severe writing impairment. At the same time, schoolchildren with impaired sound side of speech (FFN or phonemic underdevelopment) were noted to have different degrees of severity of writing impairment (pronounced or latent dysgraphia).
5. Children with oral speech disorders of varying severity had a writing disorder of the same severity. For example, schoolchildren with FFN or OHR were found to have a pronounced violation of writing; pupils without impaired oral speech or with dyslalia had latent dysgraphia or impaired writing was not detected.
Thus, all schoolchildren with OHP were diagnosed with severe writing impairment. Students with FFN were found to have different degrees of severity of writing disorders. Moreover, FFN turned out to be the most common diagnosis in both experimental subgroups. In schoolchildren with impaired pronunciation, latent dysgraphia was noted, or impaired writing was not revealed at all.
The study of cognitive processes included studies of productivity, stability, distribution, switching, level of concentration, volume of auditory and visual attention; short-term and operational visual and auditory-speech memory, mediated memorization; subject and literal gnosis; simultaneous and successive analysis and synthesis, comparison operations, generalization and classification. In total, when examining each student, 46 different indicators were obtained, which reflected the level of formation of the studied mental processes.
A. Germakovska), overcoming amnestic phenomena (G. S. ... Logopathology: educationalallowance Lalaeva, S. N. Shakhovskoy. - M.: ...
New Arrivals Bulletin (143)
Bulletin735061 PRK: 735062 Speech pathology : educationalallowance for students / ed. R. I. Lalaeva, S. N. Shakhovskoy. - M.: ..., 733963 ChZ1: 733964 Speech pathology : educationalallowance for students / ed. R. I. Lalaeva, S. N. Shakhovskoy. - M.: ...
