To help parents.
"Specific (dysgraphic) errors in writing"
Errors caused by the lack of formation of phonemic processes:
omissions of letters and syllables - "trva" (grass), "crodil" (crocodile), "pines" (brought);
permutations of letters and syllables - "onko" (window), "zvyal" (took), "peperisal"
(rewrote), "natuspila" (came);
non-spelling of letters and syllables - "red" (red), "shovel" (shovel), "swollen"
(swollen);
building up words with extra letters and syllables - "tarawa" (grass), "katoray"
(which), "bababushka" (grandmother), "cranberry" (cranberry);
a distortion of the word - "out loud" (to hunt), "habab" (brave), "chuki" (cheeks),
"speck" (from the stump);
the combined spelling of words and their arbitrary division - "we were stupid" (came),
"hanging" (hanging on the wall), "I became" (tired);
the inability to define the boundaries of a sentence in the text, the combined spelling
of sentences - "My father is a chauffeur. The job of a chauffeur is difficult
. A chauffeur needs to be good. I also know the car after school. I will be a driver."
replacing one letter with another - "zuki" (beetles), "panka" (bank), "shapogi"
(boots);
violation of the softening of consonants - "cornflowers" (cornflowers), "smali" (crumpled), "kon"
(horse).
Errors caused by the lack of formation of the lexical and grammatical side
of speech:
agrammatism - "Sasha and Lena pick flowers. The children were sitting on large chairs.
Five yellow cutlets (five yellow chickens).
the combined spelling of prepositions and the separate spelling of prefixes - "in the pocket",
"when we flew", "in the son-in-law" (took), "expensive".
Errors caused by an insufficient level of development of visual -
spatial perception, visual - motor coordination:
an increase or decrease in the number of similar elements: p-t, i-w, l - m, etc
. replacement of the second non-similar element: i- y, b- d, i - c…
replacement of similar letter elements by location in space: d-v, p- i...
mirror letter: E - 3, U - H…
If you find such "ridiculous" mistakes in your child's notebooks,
consider the fact that such mistakes are best corrected
when the child is in the second or third grade. Don't miss the time!
The child's verbal readiness for school
The educational level of our society has changed due to
the rapid development of science and mass media in the 21st century.
The programs of secondary schools have become more complicated, the timing of the start of training
The children at school have moved significantly.
On the other hand, the number of children
with
mild developmental disabilities has increased significantly and continues to increase. This is due to the impact
of various adverse factors (environmental conditions, chronic diseases of parents, complications in the course of pregnancy and childbirth in the mother
, etc.) and negatively affects the further development of the child, the
formation of structures of the nervous system, his speech development.
Children with mild developmental disabilities in preschool
age usually do not cause much anxiety among parents and, unfortunately,
many of these children come to school insufficiently prepared. Since
the beginning of school education, they often have difficulty mastering literacy, write
with persistent, specific errors, do not keep up with the pace of the class and are very
they soon fall into the category of underachievers.
Parents should know that the process of writing and reading is a complex psycho-
physiological process involving various
parts of the cerebral cortex. To master writing and reading, it is necessary
to have sufficient formation of a number of mental processes, such as
memory, attention, and thinking. Written language is learned consciously from the very beginning
and only in the process of special training, which is fraught with
great difficulties.
Along with the physiological and psychological, speech readiness is very important-
It is the most important indicator of intellectual readiness
for school. For successful studies, a child must have a number
of necessary prerequisites, formed in his preschool age.
Prerequisites for successful mastery of writing, reading
and foreign languages.
Auditory function
A person lives in the world of sounds, so a full-fledged, finely developed hearing
plays a huge role in his life. And in modern civilized society
, the role of full-fledged hearing for a person has not only not decreased, but even
increased. Many parents do not underestimate the importance of the role of hearing in the development of
a child of full-fledged speech. For this reason, they are sometimes careless about the
ear diseases that occur in children, the lack of treatment of which in
most cases leads to hearing loss or loss.
But there are hearing impairments of a different nature that parents are little
aware of. They consist in the fact that a normally hearing child is not able
to distinguish acoustically similar sounds by ear. Most often
, auditory differentiation of the following pairs of acoustically or articulatively
close sounds is difficult:
sonorous - deaf (p-b, t-d, k-g, f-v, s-z, w-z);
soft-hard (b-b, v-v, g-g, d-d, z-z, k-k, l-l, m-m, n-n, p-p, r-r,
s-
s, t-t, f-f, x-x);
whistling - hissing (s-sh, z-zh, h-sh, h-h, h-ts, sh-sh, s-ts, s-t, t-ts, sh-t, h-t);
sonorous consonants (l-r, l-r) and y.
Sound analysis of words.
To fully master reading and writing, it is not enough to differentiate
the sounds of speech by ear, it is also necessary to learn sound analysis
and synthesis of words. The school has a special pre-school period for this purpose.
However, this period is very short. Therefore, if the child comes to school, do not If you are ready for the complex process of sound analysis and word synthesis, then it will inevitably
encounter great difficulties.
A written word only models the sound structure of a word,
transforming a sequence of speech sounds into a sequence of letters in
space. Therefore, a preschooler in the first grade should accurately
determine the first sound in a word, the last sound in a word, the place of a certain
sound in a word (beginning, middle, end), the sequence of sounds in a word
(What is the first sound, the second sound, the third sound in the word "poppy"?), the number of sounds
in the word (How many sounds are there in the word "house"?).
Sound reproduction.
One of the important links in the formation of speech in a child is mastering the
correct sound pronunciation.
At the age of three, the child must correctly pronounce the sounds of speech that are simple in their
articulation (c, c', z, z', c). By the age of four or five, the child must
correctly pronounce more complex sounds (w, w, h, sch); by the age of five - l, l'; by
six - r, r'.
A first grader must correctly pronounce all the sounds of his native language in
words, in phrasal speech. It should not skip sounds, distort them, or replace
them with others.
If the child has an incorrect, distorted, inaccurate, odd
pronunciation of many or individual sounds, it is necessary to consult a
speech therapist, since defective pronunciation can affect the
child's academic performance both in elementary school and in high school.
The need for special verification of the correctness of sound pronunciation
is also caused by the fact that many parents do not notice the wrong pronunciation
in their children, although they hear their speech every day, and many parents notice, but
often treat it calmly, explaining that they themselves also "
say so" or it will "pass by itself" with age.
When checking the sound reproduction, special attention should be paid to the complete
absence of some sounds in the child's speech (yba - fish), the constant replacement
of some sounds with others (lyba - fish), mutual substitutions of soft and hard
consonant sounds (syumka - bag, kon - horse, polka shelf), sonorous and deaf
consonants (zupy - teeth, sub - teeth). In all these cases, with the beginning of school
education, omissions or letter replacements will appear on the letter, the child will have
great difficulties in learning the rules for writing a soft sign at the beginning,
in the middle of the word (build, coal, embers), dubious consonants at the end and in
in the middle of words (mushroom, fungi)…
Do not forget that speech sounds need long-term automation,
fixing the pronunciation of a sound in a syllable, word, sentence, verse,
independent speech of a child, therefore, the sooner you find
an incorrect pronunciation of a sound and seek help from a speech therapist, the
faster you will eliminate this disadvantage before starting school.
Vocabulary.
Of all the rich vocabulary of our language, every person
can only learn some part of the words during his life. These words constitute
his vocabulary. The bigger he is, the richer, more expressive and
more understandable his own speech will be and the better he will understand the speech of those around him people. The development of vocabulary in children is closely related to the
nearest speech environment, since speech is learned by imitation.
By school age, a child's vocabulary should contain up to 1,500 -
2,000 words. The child should actively use generalizing words in his speech
(furniture, transport, etc.), synonyms (horse, horse, steed...), antonyms
(sad - cheerful), words related to various parts of speech
(nouns, adjectives, verbs, adverbs, pronouns).
The grammatical structure.
The child's mastery plays an important role in enriching vocabulary
the grammatical structure of speech, which he learns in the period from 2 to 8 years. It is important
to help the child in mastering the grammatical system of the language in a timely manner,
otherwise at school he will have nothing to rely on from his previous practical
speech experience.
By the age of 7, a child should be able to understand grammatical constructions, as
well as correctly form words and build sentences.
During the period of mastering the grammatical systems of the language
, there are usually "age-related" agrammatism (errors) in the child's speech, for example: windows, chairs,
foreheads, and not windows, chairs, foreheads. Up to a certain age, such errors are
they are quite justified (up to 4 years old), so the child learns these forms. However
keeping them in a child's speech at 7 years old should be alarming.
Coherent speech.
The whole process of schooling is built in such a way that it is completely
unthinkable without fluency in coherent speech. These include oral answers in
lessons, written statements, essays and much more.
By coherent speech, it is customary to understand detailed (consisting of several
sentences) statements that allow you to clearly, consistently state
your thoughts so that they are understood by the people around you.
Children 4-5 years old are already able to talk about a lot on their own: how
they spent the summer, what they did in kindergarten, what they saw in a museum, in a park or
in a zoo. They are able to coherently retell the contents of fairy tales, short stories,
and various stories. But not all children of this age are doing well with coherent speech
.
If you ask a child to tell you what he sees in the picture, the
results may be the most unexpected for parents. Some children
will make up a large and quite coherent story, using even such
events that are not depicted in the illustration. Others will have difficulty making up
several correct or incorrectly constructed sentences, and may
limit themselves to only one sentence. But, and third children will only
be able to simply list the objects and phenomena depicted in the picture, without linking
them together (winter, snow, snowdrifts, slides, sleds, children).
Speech communication.
By the age of 7, a child should be active enough in communication, be able
to hear and understand speech, build communication taking into account the situation, get in touch with
children and adults, express their thoughts clearly and consistently, use
forms of speech etiquette.
Fine motor skills.The purely technical side of the writing process is impossible without a sufficiently
developed fine manual motor skills. Weakness, awkwardness, underdevelopment
of the hand, the inability to carry out subtle differentiated movements do not
allow the student to develop good handwriting, withstand prolonged
tension of the muscles of the hand in the writing process, keep up with the pace of class work.
The state of fine manual motor skills has a great influence on the development of the
child's speech function as a whole.
Ending the conversation about the need for speech preparation of children for school,
I would like to emphasize that the richer and more correct the child's speech, the wider his
possibilities, the more fulfilling the relationship with children and adults. And on
the other hand, the unclear, poorly developed speech of a child makes it very difficult for him
to relate to his peers, often leaves an imprint on the character
of the child, prevents successful schooling.