Signs and superstitions 

Diagnosis of violations of written speech in younger schoolchildren. selection of nouns. opto-kinesthetic organization of movements

The goal in the work of a speech therapist teacher is to identify and eliminate speech disorders in students by speech therapy, which contributes to successful socialization. junior schoolchildren in the process of their adaptation to the conditions secondary school. One of the important areas in the work of a school teacher-speech therapist is a diagnostic examination of primary school students, especially first-graders. The objectives of this survey are multifaceted: to identify the number of speech pathologist children in need of speech therapy assistance- consulting, or in systematic permanent classes. Also, the purpose of the survey is to identify violations of not only oral, but also written speech. With a student in need of speech therapy assistance, remedial classes should be started as early as possible to prevent the occurrence of secondary speech disorders, to prevent the development of dysgraphia and dyslexia in whole or in part. Usually examination oral speech first-graders are held in two stages. During the first week of September, a speech therapist conducts a preliminary examination of the oral speech of all students admitted to the first grades, and identifies children with certain deviations in speech development. At the same time, he selects those students who need systematic remedial classes, and the speech therapist conducts a thorough examination with them.

Speech therapy examination includes: a thorough study of the conditions of education of students and the dynamics of their speech and general mental development, which is carried out on the basis of a conversation with parents and analysis of documents about the child; logopedic and psychological-pedagogical examination with detailed registration of verbal and non-verbal activities of the child; analysis of speech disorders and pedagogical evaluation of all data obtained. During a speech therapy examination, special attention is paid to the features of general and speech behavior (organization, sociability, isolation, attention, performance, observation, fatigue), as well as the ability of children to adapt to the conditions of communication. According to speech therapy examination picking is going on speech therapy groups. The teacher-speech therapist begins acquaintance with future first-graders at the Malyshok school, classes in which take place from January to May, are conducted by teachers primary school, teacher-psychologist, teacher-speech therapist. The speech therapist examines the condition of all children enrolled in these classes and identifies children with speech disorders, since one of the main indicators of readiness for successful learning is correct, well-developed speech. The 1st stage of the examination by a speech therapist is an examination of the speech activity of all future first-graders. In the classroom at the school of the future first grader, the speech therapist collects information about the state of volitional readiness of the future first grader to study at school, the state of the dictionary, coherent speech, phonemic analysis, spatiotemporal orientations, graphomotor skills. In the course of a speech therapy examination of preschool children, risk groups are identified, which include children with late and abnormal development of speech, with disorders of the peri- and postnatal periods, and with bilingualism. Analysis of diagnostically significant information from medical records allows obtaining the first data on speech disorders. visit open classes in kindergarten, round tables on the transfer of children to school, speech cards are transferred by preschool speech therapists to the school - all this contributes to the timely examination of children by a speech therapist teacher at the Malyshok school and the organization of systematic corrective work. Among these preschoolers there are many unorganized children who do not attend preschool institutions, or the parents of such children show speech therapy incompetence, which prevents them from seeking specialist advice in time, so an examination of such children by a speech therapist is necessary. Thus, the initial speech therapy examination begins with a school speech therapist before the child enters grade 1.

A speech therapist teacher, speaking at a parent meeting, tells what speech readiness for school is and offers children to undergo a speech therapy examination, at which parents are present and receive individual consultations. The speech therapy examination is based on general principles and methods, but at the same time, it has its own specific content. The complexity, integrity and dynamism of the survey is ensured by the fact that the survey takes place against the background of the personality of the subject, taking into account the data of his development - both general and speech.

The 2nd stage is an in-depth examination of children in need of speech therapy assistance. Such an examination is carried out either at the end of the school year, provided that the child attends the Malyshok school, or at the beginning of the school year. The examination is carried out individually, in the presence of parents, for each child it takes from 20 to 40 minutes, depending on his mental development and state of speech. The examination is carried out in the speech therapist's office, and the material for the examination is prepared in advance, the environment for the examination must be psychologically correct. It is important that during a speech therapy examination the child is completely calm, not frightened, this may affect the increase in muscle tone. It is necessary to start a speech therapy examination of the child with the study of medical and biographical documentation - the collection and analysis of anamnestic data, clarification of the obstetric history: the course of pregnancy in the 1st and 2nd half, the course of childbirth and the first cry during childbirth, the condition of the child at the time of birth, early refusal breastfeeding and anamnesis of the development of the child - psychomotor, somatic, pre-speech, early speech, neuropsychic. According to the parents, such items as name, surname, age, parents' complaints, brief anamnestic data, early development data are filled in: general (briefly) and speech (by periods). Based on the data of medical records and conversations with parents, it turns out the time of appearance and the nature of the cry, cooing, babble, and then the appearance and quality of the first words and simple phrases. What sounds were pronounced incorrectly, were there any violations of the syllabic structure of words, agrammatisms, was there a correction of sound pronunciation disorders and other speech disorders, during what period, its result, characteristics understanding the speech of others. A brief description can be formulated from the words of parents, educator, teacher. It is desirable that it contains information about what the child is interested in. Data on the state of hearing, vision, intelligence, it is desirable to fill in on the basis of the certificates provided. Moreover, the state of intelligence is an important factor in the analysis of speech disorders.

The speech therapist receives data on the state of the organs of articulation based on an examination of the oral cavity, offering the child to make the main movements of each of the organs, the speed of movements, smoothness and uniformity of movements of the right and left halves, volume, amplitude, pace and speed of switching are taken into account. At the same time, the speech therapist determines how much their structure corresponds to the norm. The studied departments of the speech apparatus should be well lit. The structural features of the articulatory apparatus should be described according to the scheme: lips, teeth, bite, hard palate, soft palate, tongue, lower jaw. The speech therapist evaluates the volume of articulatory movements of the tongue in particular detail. On the this stage Difficulties in the movement of articulatory organs are diagnosed: a clear impossibility, a significant limitation in the range of movements - active and passive, tremor, hyperkinesis, slowing down with repeated movements, a tendency to constantly hold the tongue "lump" in the depths of the mouth, muscle tone, accuracy of movements, duration of retention articulatory organs in a certain position.

Identification of the features of speech motor skills is carried out in the process of performing by the subject certain actions- to identify the mobility of the lips: stretch the lips forward and take them away while exhaling hard, cause the lips to vibrate, inflate and retract the cheeks. To identify the mobility of the tongue: make the tongue narrow first, and then wide; raise the tip of the tongue to the upper incisors and lower it to the lower ones, move it like a pendulum. To identify the mobility of the lower jaw: lower the jaw, push forward, determine if there is any contracture. To identify the mobility of the soft palate: pronounce the sound “a”. At the same time, the presence or absence of active closure of the soft palate with the posterior pharyngeal wall is determined, and the presence or absence of reflexes of the posterior pharyngeal wall is simultaneously noted. The state of muscle tone in the organs of articulation (facial, labial, lingual muscles) is assessed during a joint examination by a speech therapist and a neuropathologist. When performing these actions, it is necessary to note the presence or absence of accompanying movements of the face, facial muscles. Further, the features of respiratory disorders, voice (strength, pitch, timbre - hoarse, sharp, with a nasal tinge), prosodic organization of the speech flow are noted, the dynamic characteristics of speech are studied: tempo and rhythm, intonation, expressiveness, the use of stresses (verbal and logical), the use pauses in the flow of speech.

When studying the pronunciation side of speech, the degree of violation of speech intelligibility is revealed. To study the phonetic side of speech, subject pictures are used that contain sound in different positions in the word (at the beginning, in the middle, at the end); speech material(words, phrases, sentences, texts containing various sounds). Voiced consonants in the final position are not offered, as they are stunned during pronunciation. It is necessary to determine what the nature of the violation is: complete absence sound, replacing it with another, distorted pronunciation (nasal, softened, labial, interdental, lateral, velar, uvular), isolated, in open, closed syllables, with a confluence of consonants, pronunciation of words of different syllabic structure. There is a reduction in the number of syllables, simplification of syllables, their assimilation, rearrangement.

To study the phonemic side of speech, pictures and speech material are used to determine the ability to differentiate sounds according to oppositions: sonority - deafness, hardness - softness, whistling - hissing. To establish the state of sound differentiation of sounds, it is necessary to check the state of hearing. To do this, the child must complete the task given in a quiet voice or whisper, for example: “Show me where the picture hangs. Raise your right hand." At the same time, the speech therapist must close the face or organs of speech with a screen. It is also necessary to identify the differentiation of non-speech sounds. To do this, the child must answer the questions: “What is buzzing? (a car). Guess what it sounds like? (whistle, trumpet, rustling paper)”. It is necessary to check the auditory distinction of syllables, words with oppositional sounds. To do this, the child repeats: ba-pa, yes-ta, ka-ha-ka, sa-sya; mouse-bear, coil-tub, rose-vine; seven cars on the highway, the shepherd boy walked quickly, an iron lock hung. To check the state of phonemic analysis and synthesis, phonemic representations, similar tasks are offered: determine whether there is a sound in words, determine the number of sounds in a word and the place of sound in words, make a word from sounds, come up with a word for a given sound, select only from the total number of pictures those whose names begin with a certain sound, recognize and reproduce vowels and consonants, correlate the sound with the letter.

A full understanding of speech is a necessary prerequisite for the correct use of speech, and a speech therapist studies all aspects of speech: its impressive and expressive sides. Examining the impressive side of speech (speech comprehension), the speech therapist focuses on how the child understands the names of words that are often and rarely found in colloquial speech, generalizing words that are close in meaning; understanding simple sentences(monosyllabic constructions, more common forms, understanding of the intonational nature of sentences, various grammatical categories (gender, number, case) is clarified using questions on the picture. Passive vocabulary is checked on real objects and toys, subject and plot pictures. When examining understanding, a speech therapist does not always waiting for a detailed answer, it is enough to get it with a gesture, selecting the right pictures.When examining the (own) expressive side of speech, the level of the child’s speech development is revealed.It is important to note the age formation of lexical and grammatical sides speech, learning various parts speech, features of the syllabic structure of the word.

For the study of vocabulary and grammatical structure speech, subject and plot pictures are used according to lexical topics, action pictures, action pictures different quantity objects (chair-chairs, wardrobes), pictures depicting homogeneous objects that differ in some way (size, height, width). Observing the speech of the child, the speech therapist determines the poverty or richness of his vocabulary, volume, accuracy of the use of words, age compliance, naming objects, actions, color and shape, while it is important to use not only conspicuous pictures, but also plot ones that indicate the position in space, for detecting the use of prepositions. When examining the grammatical structure of speech, the nature of the design of the answers, the sentences used (two-word, three-word, the presence of complex sentences). When examining word formation, it turns out the formation of professions female, the name of the cubs of animals, the formation of adjectives from nouns. For this examination, the speech therapist selects plot pictures, the answers to which come from a simple one (The boy is walking), a simple common one with the use of an addition (The book is on the table). For a deeper analysis of the grammatical structure of speech, the speech therapist finds out the state of inflection (the use of prepositional-case constructions, the agreement of the noun and adjective in gender and number, the differentiation of singular and plural verbs of the present tense, the perfect and imperfective form, the agreement of the noun and verb of the past tense in person and kind). The material for studying the state of written speech is reading texts of varying complexity, syllabic tables, letters, texts of dictations and presentations, printed and handwritten texts for copying. It is necessary to determine the nature of reading syllables (simple and with a confluence of consonants), words, sentences, text, as well as determine reading comprehension, reading speed and reading method (letter by letter, by syllable, verbal and phrasal). When studying the writing process, it is necessary to determine the number and nature of errors in each type of written work. Written work is offered as follows: copying from printed and handwritten text, writing from dictation (auditory dictation), presentation, writing sentences or texts with sounds that are defectively pronounced by students, writing sentences or texts with sounds that are not differentiated by students by hearing (deaf - voiced, whistling - hissing), writing sentences or texts with optically similar letters (i-u, i-ts, o-a, b-d). The speech therapist also checks the state of visual-spatial functions: determining the leading hand, right and left parts of the body, orientation in the surrounding space, performing Head tests. The state of verbal functions: recognition of mixed letters, complicated letters, superimposed, similar in outline. The speech therapist should take into account that the failures of schooling create a negative attitude towards textbooks, primers, books for reading in the child, therefore it is necessary to use the most diverse material, designed in the form of cards, tablets. It is the diversity and versatility of diagnostic material that makes it possible to identify a short time the child has speech problems.

The survey begins with a conversation. During the conversation, the speech therapist tries to establish contact with the subject. It allows you to identify the communicative and speech skills of the child, to judge the pronunciation of the child, the ability to build sentences and the vocabulary of the child. Also, the conversation allows you to judge some of the features of the personality of the child and his development, the interests of the child, the presence of favorite games, activities, and especially ideas about the environment are revealed. The speech therapist offers certain questions: What is your name? How old are you? What is your address? Who do you live with? Which of your brothers (sisters) is younger (older) than you? Are there animals in your house? Describe them. What is your favorite toy?

Other methodical method examinations will be active observation of the child, for this the speech therapist offers pictures, toys, and gives various tasks. To identify the intellectual capabilities and the level of verbal-logical thinking, the child is asked to find an extra object and decompose a series of plot pictures, according to which it is necessary to make sentences and a story and draw certain conclusions, based on the questions of a speech therapist, it is also necessary to count the number of words in a sentence. A series of pictures, plot pictures, work with deformed sentences and key words allow you to determine the ability to correctly compose sentences. Sets of pictures on topics and an oral survey help to find out the knowledge of generalizing and other concepts. For example, to call in one word - a table, a chair, a wardrobe, a sofa. What is transport? Name the animals, their cubs in the singular and plural. Name the dwellings of animals. The dog has a kennel. Whose kennel? Dog. Checking the formation of possessive adjectives. Name the seasons, days of the week. What is a day? With the help of pictures, which depict the actions of objects, knowledge of verbs and objects is clarified. So, the dog sits on the box, under the box, behind the box. The dog looks out of the box, out of the box, out of the box. Special games help to determine the knowledge of synonyms and antonyms, great importance has material that makes it possible to determine whether the child can change words and form new ones (a glass of glass - glass; fish, catch - call this person in one word - a fisherman; house - affectionately call it - a house, and now in the plural - at home).

Analyzing the data of a speech therapy examination, the speech therapist determines to which group the disorders identified in the child should be attributed. The survey is carried out comprehensively, dynamically, comprehensively and makes it possible to outline an individual plan for the most effective assistance to the child, to see the general speech situation and trends in its development, to provide a diagnosis of speech disorders at the initial stages of education, to make a speech diagnosis: the degree and nature of impairments in oral and written speech.

Bibliography.

  1. Lalaeva R.I., Benediktova L.V. Diagnosis and correction of reading and writing disorders in younger schoolchildren / R.I. Lalaeva., L.V. Benediktov. - St. Petersburg .. 2001. – 24–88 s.
  2. Methods for examining children's speech: textbook / ed. I.T. Vlasenko and G.V. Chirkina; comp. T.P. Bessonova. - M., 1992.
  3. Fundamentals of the theory and practice of speech therapy: textbook / ed. R.E. Levina. - M., 1968.
  4. Workshop on oligophrenopsychology: textbook / ed. A.D. Vinogradova.– L., 1980.– 68–77 S.
  5. Psychological, medical and pedagogical support for a child with disabilities: Toolkit/ under the general editorship. N.A.Zaruba; auto-state: L.I. Zaglyada, G.A.Spirina, A.N. Klimova, A.V. Tolkacheva. - Kemerovo., 2007. - 114 p.
  6. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Fundamentals of speech therapy / T.B. Filicheva., N.A. Cheveleva., G.V. Chirkin.- M., 1989. - 223s.
  7. Shapoval I.A. Methods for studying and diagnosing deviant development / I.A. Shapoval.-M., 2005.– 287–290 p.

This article proposes a selection of possible diagnostic work to identify the immaturity of the writing process and problems in its development in primary school students of secondary schools. The proposed works can be used in whole or in part by speech therapists and primary school teachers to identify problems in mastering the processes of writing in children.

The problem of writing disorders (dysgraphia), often combined with a violation of the reading process (dyslexia) in children school age is one of the most relevant for learning, since writing and reading directly affect the success of the further acquisition of knowledge by students.
The presence of specific errors not related to the use of spelling rules is the main symptom of dysgraphia. These errors are persistent, and their occurrence is not associated with violations of the child's intellectual development or with the irregularity of his school attendance.

Normally, the writing process is carried out on the basis of a sufficient level of formation of certain speech and non-speech functions:

  • auditory differentiation of sounds,
  • their correct pronunciation
  • language analysis and synthesis,
  • formation of the lexical and grammatical side of speech,
  • visual analysis and synthesis,
  • spatial representations.

Despite the fact that the doctrine of violations of written speech has existed for more than a hundred years, until now issues of diagnosis and correction these violations are relevant and complex.

Children come to the first grade of school unprepared, having problems with the development of various functions necessary for the successful mastering of the processes of writing and learning in the future.

To compile a complete picture of the student, diagnostic work should include not only dictation and copying, but also a number of tasks that allow assessing the formation of language analysis skills, as well as full mastery school curriculum for the previous study period.

In addition to this work, it is necessary to evaluate home, classroom and test papers student, because sometimes there are children who, from excitement in front of an unfamiliar teacher and before responsible work, are confused and perform it much worse than their own. real opportunities making stupid mistakes. It also happens the other way around, with successful writing of a text from dictation, children are not able to divide words into syllables, perform sound-letter analysis, and do not understand tasks.

The speech pathologist needs to clearly distinguish between the mistakes of students. You should not keep a record of all spelling and punctuation errors, even if their number exceeds the allowable amount, and the work is performed unsatisfactorily. Their character is taken into account. Special attention should be given to the student's ability to navigate on the sheet, ideogram - involuntary writing (name, surname, address, etc.). As well as errors in the delimitation of speech units (sentences, words, prepositions, conjunctions), errors sound analysis(omissions, insertions, simplification of the structure of the word, permutations, contamination), errors in designating the softness of consonants (vowels of the 2nd row and the letter b), mixing letters according to acoustic and articulatory similarity (vowels, voiceless and voiced paired consonants, whistling and hissing , sonors R-L, afrikat) mixing on a kinetic basis, perseverations, anticipations, agrammatisms (violations of word formation, agreement, control, use of prepositions).

These types of errors indicate:

  • unformed mental and phonemic processes;
  • violations of the lexical and grammatical side of speech;
  • impaired auditory and visual attention, perception and memory;
  • Difficulties in switching from one activity to another.

In the manual Sadovnikova I. N. “Written speech disorders and their overcoming in younger schoolchildren”, a table is presented for recording specific writing errors, which can be useful when examining the written speech of elementary school students.

When evaluating writing as a school skill, it is also taken into account pace(average standard: grade 1 -15-20 words per minute; grade 2 - 35-45 words; grade 3 - 55-60 words; grade 4 - 75-80 words) and calligraphy skill.

Tasks for diagnosing writing disorders in primary school students

Below is indicative list tasks for diagnosing writing disorders in primary school students.

It does not matter if some of them (for example, the proposed dictation) were already performed by the class during school year. As practice shows, this absolutely does not affect the successful writing of work by children with problems in writing. Moreover, the comparison and analysis of records of the text of the same dictation, which was written by the child repeatedly, will make it possible to build an expanded picture of the student's capabilities in different time day and from various types the help given to him.

The purpose of all tasks is to reveal the lack of formation of any of the functions that causes violations in the process of mastering writing. One of the main tasks of a speech therapist is to correctly determine the mechanisms that underlie the violation of writing in each individual child. This will depend on the methods and duration of training.

Diagnostic work should be carried out at the beginning and at the end of each year of study, from 2nd to 4th grade. To draw up a preliminary picture of the progress of children in the 2nd grade, it is also necessary to carry out diagnostics at the end of the 1st grade. It should be noted that at the beginning of the school year, diagnostic work will be more revealing if children are examined according to the principle of decreasing age.

So, naturally, for 4th grade students, the writing process is more automated and differs from the nature of the writing of a 2nd grade child. Therefore, it is advisable to distribute the first two weeks of September, allotted for examining speech in children, as follows:

Each work is designed for one school lesson (40 minutes)



for 1st grade students (end of education)

Task number 1

Listen to the words and write down only those that begin with a consonant sound:

antelope, seal, platypus, bison, dolphin, rhinoceros, lynx, deer, kangaroo, leopard.

Task number 2

Mark in task No. 1 all hard consonants in blue, and soft in green.

Task number 3

Write down from memory:

Ten boys live in one closet.
(the sentence is repeated only once)

Task number 4

For the words of the objects, write down the words that are suitable in meaning, denoting their actions:

Wind __________
Water ___________
River ___________
The sun _________

Task number 5

"Spring came"

The sun is shining. The snows are melting. Icicles are crying. Ice cracked on the river. A woodpecker is chirping in the forest. Animals and birds are happy with the warmth and spring.

Task number 6

Write down only the last sounds you hear in the called words:

house, picture, noise, doll.

From the sounds you recorded, you should get a word.

Diagnostic speech therapy work
to detect writing violations
for students of the 2nd grade (beginning of training)

Task number 1

Make up a word from the given letters:

Task number 2

coal
boy
Christmas tree
Lighthouse

Determine how many letters and sounds are in the words and write next to each word.

Task number 3

Compose sound scheme to the word APPLE.

Task number 4

Listen to the words and write down only the names of the berries:

raspberries, tomatoes, potatoes, currants, onions, cherries, cabbage.

Task number 5

Put stress in the words from task number 3 and divide them into syllables.

Task number 6

"Our dogs"

Our dog Bulka lives with us. Bulka has two puppies. We named them Timka and Tom. We often went to the river. Timka and Tom ran after us.

Diagnostic speech therapy work
to detect writing violations
for students of the 2nd grade (end of education)

Task number 1

write down following words in a dictation column:

disease
flood
crumble
nosed
parents

Task number 2

cucumber, seagull, notebook.

Separate them into syllables with a vertical bar.

Task number 3

Make up phrases with one of the words from task No. 2 noun + adjective (subject and its attribute)

Task number 4

Make sound patterns for the words:

LANGUAGE, EGORKA

Task number 5

Spring came. Streams flow. The grass is green. The first spring flowers have appeared. Young leaves have blossomed on the trees. Earrings appeared on the birches. The voices of birds are heard in the forest. Rooks make nests. The bear got out of the den. Hares change their winter coat.

Diagnostic speech therapy work
to detect writing violations
for students of the 3rd grade (beginning of training)

Task number 1

Write down the words that I will call by sounds:

[y'enot], [brother'y'a], [y'ula]

Task number 2

Write the following words in line under dictation:

Porridge, cargo, day, coffee, juices, bucket, mesh, firewood, cat.

Underline the words in which all consonants are voiceless.

Task number 3

Listen to the words and write down only the adjectives:

Happiness, fat, release, fluffy, harvest, fast, wonderful.

Task number 4

Make up phrases with words from task No. 3 noun + adjective (subject and its attribute)

Task number 5

"Bunny and Squirrel"

The blizzard winter has come. Fluffy snow every day covers the earth with a white carpet. The squirrel sat in the nest, and the hare jumped under the spruce. The squirrel looked out of the hollow. She grabbed a frozen mushroom. Bunny was there. The squirrel did not recognize the friend. He was white.

Diagnostic speech therapy work
to detect writing violations
for 3rd grade students (end of education)

Task number 1

Think up and write down 5 words with a separating soft sign.

Task number 2

Write the following words in a dictation column:

fighter
singer
salesman
steelmaker
forester
assistant
doctor

Match the test words to the unstressed vowels at the root of the word.

Underline the word that has two roots.

Task number 3

Make up a sound scheme for the word EARS.

Task number 5

Owl - predatory bird. She preys on mice and other small animals. The owl sees well at night, and during the day it sleeps. Owls have delicate ears. They are hidden on the head under feathers. The owl flies silently. This helps her to suddenly attack prey.

Find in the dictation a word with a double consonant and underline it.

Diagnostic speech therapy work
to detect writing violations
for students of the 4th grade (beginning of training)

Task number 1

Write down 3 verbs in a column under dictation:

running
beats
goes

With the help of prefixes you-, pre-, form three new words from each verb.

Task number 2

Write down 5 nouns in a column under dictation:

joy
sadness
charm
the beauty
friendship

Pick up feminine adjectives with the same root to the nouns, write them down side by side and highlight the root.

Task number 3

"Bird Houses"

Spring is coming. It's time to welcome the feathered guests. The guys decided to make houses for them. They chose new, smooth boards. Beautiful houses came out. But the birds did not live in them. They don't like smooth boards. Slippery for them, like people on ice. Flocks of birds have chosen the garden. They found old birdhouses. Boiled work. The birds carried moss, feathers, straw. The miraculous singing of birds resounded throughout the neighborhood.

Task number 4

Find the word SURROUNDINGS in the dictation, write it down and make a sound scheme.

Diagnostic speech therapy work
to detect writing violations
for 4th grade students (end of education)

Task number 1

Write down dictation 2 words in a column:

band
watchdog

Choose test words for unstressed vowels in the root. Please note that each word has two unstressed vowels at the same time.

Task number 2

Write down dictation only nouns with a preposition:

ran up, across the river, along it, breathe, plantain, fly away, under the bridge, under the moon, over the river

Determine their case.

Task number 3

Answer the questions and write the answers separated by commas on the line:

  • Which day of the week has two B's in it's name?
  • What girls names have two H's in them?
  • Which type of transport has two L's in its name?
  • In what names of weight measures are two letters M written?
  • Which country has two C's in its name?

Task number 4

Write down only those nouns that are always used in the plural form:

Railings, costumes, watches, textbooks, gates, trousers, screens, trains, shorts, felt boots, chairs, glasses, fairy tales, cream, swings, scales.

Task number 5

Make up a sound scheme for the word COSTUMES.

Task number 6

"Mysteries of the Forest"

Late autumn can no longer hold the heat. duet cold wind. Meadows and fields are sad. Leaves flew from the trees. We drove into familiar territory. There in the clearing reigns a mighty oak. They stick stubbornly on the oak yellow leaves. They make quiet noises. Cowberry bushes are covered with shiny leaves. They go green under the snow.

List of used literature:

  1. Speech therapy: Textbook for students defectol. Fak. Ped. Universities / Ed. L. S. Volkova, S. N. Shakhovskaya. - M .: Humanit. Ed. center VLADOS, 1998. - S. 458.
  2. Sadovnikova I. N. Written speech disorders and their overcoming in younger schoolchildren: Tutorial- M. : Vlados, 1995. - 256 p.
  3. Efimenkova L.N. Correction of errors caused by the lack of formation of phonemic hearing. Issue 2. - M.: Knigolyub, 2004. -p4.
  4. Mazanova E.V. School logo. Documentation, planning and organization of corrective work. – M.: GNOM i D, 2008.p. 62-63, 108.
  5. Logopedic diagnostics and correction of speech disorders in children. Collection of methodical recommendations. - S.-Pb. - M .: Saga - Forum, 2006. S. 172-173, 176-177, 197-201.
  6. Kuznetsova M.I. 5000 examples in Russian. Tasks for repetition and consolidation. Grade 2 - M .: exam, 2012.
  7. Barylkina L.P., Davydova E.A., Russian language. We repeat on holidays and after school (a set of notebooks grades 1-4). – M.: 5 for knowledge, 2009.

Mitina Irina Mikhailovna,
speech therapist teacher (1 sq. cat.),
Non-State Educational Institution
"Secondary School "Phoenix", ( 11 liked, GPA: 5,00 out of 5)

Almost all Russian and foreign researchers of the problem of dysgraphia and dyslexia agree that writing and reading disorders are based on set of dysfunctions: insufficient formation of speech, manual skill, bodily scheme and sense of rhythm. As an important factor, the difficulty of analyzing and reproducing an exact spatial and temporal sequence is noted. Professor Ananiev B.G. also points to the connection between errors in reading and writing in some younger schoolchildren and difficulties in spatial discrimination.
This or that degree of violation of writing and reading is predetermined by the level of formation of oral speech.

If a defect in oral speech is limited by the lack of formation of its sound side, then reading and writing disorders are due to phonetic-phonemic or only phonemic insufficiency. In these cases, the most typical mistakes are substitutions and mixtures of consonant letters denoting the sounds of various opposition groups.

As for reading and writing disorders in children with OHP, along with errors reflecting the unformedness of the sound side of speech, they also have errors associated with the unformed lexical and grammatical means of the language.

There are a number of methods for diagnosing written speech. Before listing the main tasks, I want to remind you that during the examination, the speech therapist should pay attention to the nature of the writing process: whether the child writes down the presented word at once or pronounces it several times, selects the desired sound and the corresponding letter, what difficulties he experiences, etc. .P.
The examination of the letter can be carried out both collectively and individually. Do not make corrections or comments as you read.

So, the examination of the letter includes:

1. Writing off:

a) from a handwritten text;
b) from printed text;
c) complicated by tasks of a logical or grammatical nature
(for example: in a sentence about birds, underline the word
consisting of 3 syllables).

2. Auditory dictation.

In addition to the usual conduct of dictation with visual self-control (proposed by Sadovnikova), this type of dictation corresponds to the principle of interaction between analyzers participating in the act of writing.
It is carried out as follows: after the students write the dictation, the text of the dictation written on the board opens for a few minutes, and the children are invited to find their mistakes and correct them with colored pencils. Pencils are used to distinguish errors corrected during visual self-examination from
amendments made during the writing of the dictation, and from subsequent corrections by the speech therapist. When evaluating the work, the speech therapist must take into account and total amount errors made and the number of errors corrected independently.

3. Self-writing.

These include tasks like:
- give captions to subject pictures (words);
- give signatures to plot pictures(suggestions);
- writing a presentation or essay.

Grade 2
Linked to the program material. It was taken into account that the following topics were studied in the 1st grade: a sentence, a capital letter at the beginning of a sentence and in proper names, combinations of zhi - shi, cha - cha, chu - shu, -ь- to indicate the softness of consonants.
Speech therapy tasks: to check how paired consonants, optically and kinetically similar letters, are differentiated.

Grove.
Children love to walk in the grove. There are oaks and maples. Fluffy squirrels jump on the branches. spotted woodpecker hammer the trunk. A hedgehog rustles in the grass. The tits sat on the top of the oak and chirped loudly. Bright sunspots glide through the foliage.

Grade 3
Added and distributed proposals, because. topics have already been studied: “Unstressed vowels checked by stress”, “Paired voiced and deaf consonants”, “Dividing -b- sign", "Difficult words".

In the grove.
My friends like to walk in the grove. There are birches, oaks and maples. Fluffy squirrels jump on the branches. The spotted woodpecker pecks hard bark with its sharp beak. A hedgehog rustles in the grass. Tits in a friendly flock sat on the top of an oak tree and chirped loudly.

The old maple tree has an anthill. It is interesting to observe its industrious tenants. A light breeze rustles the leaves. Bright sun spots lie on the grass.



4th grade.

Funny phrases.
The mouse hid under the hill and quietly gnaws at the crust. Hemp has five mushrooms again. Varya's mittens were gone on the boulevard. They threw bananas to a funny monkey. Thirty-three striped piglets have thirty-three tails hanging. I need a mouse for dinner. Teapot with a lid, a lid with a knob. In the grove of grass stirring, we will pick up sorrel. Little Lucy was scared by the geese. A wise mole leads a water pipe to a hole in the garden. Kind grandmother Marina has a compote of apples and raspberries.

Diagnosis of reading disorders begins with a study conducted on the album of optical samples developed by the staff of the Department of Speech Therapy of the Russian State Pedagogical University. Herzen and including:

Knowledge of letters (printed and handwritten);
- recognition of letters in complicated conditions: unfinished, depicted by a dotted line, incorrectly placed in space, written in different
fonts, mirrored, "noisy", etc.;
- recognition of letters superimposed on each other (according to the type of Popelreiter figures);
- recognition of letters similar in style, given in pairs or in alphabetic
row;
- construction of letters from separate elements.

The method of A.N. Kornev is based on a comprehensive approach to the diagnosis of reading disorders and includes a clinical-dynamic approach. encephalographic, neuropsychological and psychological research. The author of the technique proceeds from the fact that the most important factor of dyslexia lies in the difficulty of finding the starting point in space and time, as well as in the analysis and reproduction of the exact spatial and temporal sequence.

This technique includes the following tasks:

Row speaking (for example, listing the seasons or days of the week in order);
- rhythm reproduction (pencil strikes on the table);
- test "Fist - rib - palm";
- test "Repetition of numbers" (first you need to reproduce the named series of numbers, for example 4-4-4-7 - start from 2 and bring up to 5), then the named numbers are invited to name in reverse order. For example: 5 - 7 - 4, and the child should say 4-7-5).

The 1st part of this test characterizes auditory-speech memory, the 2nd part - operative memory)
- to test visual perception and hand-eye coordination, you can
use tasks for drawing figures, letters, isographs (table).

On examination read states It is useful to use the following tasks:
- search for a given word (table);
- reading a number of words similar in structure, similar in sound (table);
- reading words with the need to restore them:

FL ... G ... (I, a) K...B...N... (a, i, a);

Reading text with one or more letters missing ("Broken
typewriter");
- finally, reading a regular text (preferably a narrative one).

Performance is evaluated according to three criteria:
- for first-graders - method, speed, correctness of reading;
- for students in grades 2, 3 - speed, correctness and understanding of the meaning
read.

In conclusion, I want to remind you that the identified reading deficiencies are compared with the data of the examination of writing and speaking. This will make it possible to determine in each specific case what exactly is prevailing in the picture of a speech defect: whether the child has a lack of lexical and grammatical means of the language or underdevelopment of the sound side of speech and, above all, phonemic processes.


Teaching aid includes detailed guidelines to conduct a methodological examination of younger schoolchildren with dysorphography, a complete (speech) examination card, including the texts of all diagnostic materials, divided into years of schooling. This includes exercises on the study of the sensory-perceptual level of speech perception, language analysis and synthesis of sentences, a detailed history, and others. An exemplary questionnaire for parents is given. Samples of a detailed speech therapy conclusion are also given.


The manual offers a system of work on the development of coherent speech of younger students with proven effectiveness. general underdevelopment speech (OHP) and mental retardation (MPD) at the third stage of correctional work.
Based on the practical experience of the author, a teacher-speech therapist of a comprehensive school, the presented material was collected and systematized. It includes planning and notes speech therapy classes, material for consolidating and controlling knowledge, riddles, crossword puzzles, symbolic schemes, demonstration subject and plot pictures, series of paintings.
The manual is intended for speech therapists, teachers of primary classes of mass and special schools Types V and VII, students of the faculties of correctional pedagogy.


The book offers a variety of tasks, exciting exercises and games that will not only help teach a child to pronounce all the sounds of the Russian language well, but will also help to expand vocabulary, the formation of grammatical and syntactic skills and the development of speech and auditory attention and memory.
All tasks can be completed by children at home under the guidance of adults, for whom the book contains guidelines.


The book presents schemes for examining children with severe speech disorders, reveals a methodology for studying speech and non-speech functions. As an additional diagnostic material for obtaining information on the development of fine motor skills, mental functions, phonemic representations, about the ability to navigate on a sheet of paper, it is proposed to use the products of children's creativity. Games, tasks, exercises, illustrations are selected in the book taking into account the age and structure of the child's speech defect, as well as taking into account the gradual complication of the material. Approximate formulations of the logopedic conclusion are given. The book is addressed to speech therapists, students of defectological faculties, students of institutions of additional vocational education.


Picture material is included in the teaching kit. As part of the kit, the Syllabic Structure of the Word: Examination and Formation in Children with Speech Underdevelopment. Teaching aid" and "Album for the examination and pronunciation of words of varying structural complexity." The content of the teaching aid reflects the materials of the study of non-speech processes that are significant for the formation of the syllabic structure of the word: optical-spatial orientation, rhythmic and dynamic organization of movements and actions, serial-sequential processing of information. Addressed to speech therapists and teachers of special preschool institutions, parents and tutors in home schooling.


This speech therapy manual is intended to automate whistling, hissing and sonorous sounds in preschoolers and younger students who have deficiencies in sound pronunciation.
Using the materials of this album, speech therapists will have the opportunity to conduct integrated classes both to consolidate the pronunciation skills of a particular sound and to develop speech, which will increase the effectiveness of speech therapy.
Speech and illustrative material, selected for each sound, is grouped according to lexical topics, which will allow, along with the automation of sound pronunciation, to carry out work to enrich the dictionary, the grammatical structure of speech. Each activity brings together common topic, which allows you to expand and systematize the child's ideas about the world around.


Fotekova T.D. Test method for diagnosing oral speech of younger schoolchildren. - M., 2006 (Bib-ka of a practicing speech therapist)
The proposed method is designed to identify the features of the speech development of children of primary school age: qualitative and quantitative assessment of the violation, obtaining and analyzing the structure of the defect in the speech profile, the structure of the defect.
Two variants of the technique are proposed: express diagnostics and in-depth examination. A scoring system has been developed for assessing the fulfillment of the tasks of the methodology. The manual is addressed to speech therapists, psychologists, defectologists, teachers.
FULL VERSION OF THE BOOK!

INDEPENDENT LETTER

The developed methodology for examining independent written speech combines traditional speech therapy techniques with some methods developed by I.N. Sadovnikova, A.N. Korneva and the use of tasks from a speech map developed by N.M. Trubnikova.

The object of the survey is an independent written speech of children studying in grades 2-3 of a comprehensive school.

Survey task identification of the level of formation of independent written speech of students.

Theoretical significance allows you to visualize the picture of the formation of independent written speech, the severity of violations, and it is also convenient for tracking the dynamics of the development of the child’s written speech and the effectiveness of corrective action.

Practical significance lies in the possibility of using the results of the survey in planning corrective work on the development of independent written speech.

The technique is of a test nature, the procedure for its implementation and the evaluation system are standardized for the child's speech and the effectiveness of the corrective action.

Task list:

    Write uppercase vowels.

    Write 10 capital consonants.

    Write 3 words consisting of one syllable, 3 words consisting of two syllables, 3 words consisting of three syllables, 1 word consisting of 4 syllables.

    Write the names of the pictures proposed in the application. (Pictures are given: pear, apple, scissors, candle, hare, tomato, cucumber, plate, bush, tractor.)

    Come up with sentences for each picture and write it down.

    Give captions to the plot pictures. Test "You are the author of the work, give a name to your picture."

    Make up a sentence from the given words and write it down.

    Compose and write a story based on a series of plot pictures .

4. WRITE THE NAMES OF THE PICTURES

    MAKE SUGGESTIONS FOR EACH PICTURE.

    MAKE A SENTENCE FROM THESE WORDS.

UNDER, LIES, BUNNY, CUSTOM.

RAIN, AFTER, PUDS.

ON, LEAVES, BIRCH, YELLOWED.

    WRITE AND WRITE A STORY.

FORM FOR CHILDREN.

1. Vowels: _____________________________________________________

2.Consonants ___________________________________________________

3.Words:

1 syllable

2 syllables _____________________________________________________________________________

3 syllables _____________________________________________________________________________

4 syllables _____________________________________________________________________________

4. Captions for pictures:

5. Suggestions:

1._________________________________________________________________

2. ________________________________________________________________

4. ________________________________________________________________

6. Name of the painting:

1. ________________________________________________________________

2. ________________________________________________________________

3._________________________________________________________________

7. Word sentences:

1. ________________________________________________________________

2. ________________________________________________________________
3. ________________________________________________________________

8. Story.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EVALUATION of the results of work:

Absolute completion of any task 100%.

In 1,2,3,4, 5 tasks, we divide 100 by the number of samples performed, we calculate the percentage. If there is a typographical error in the word - 5%.

In task 6, the ability to highlight the main idea is assessed. For each dysgraphic mistake made - 5%.

In task 7, we offer the child words first, if it is difficult to make a sentence, a picture is offered as a support. For each typographical error - 5%.

In task 8 100% for:

    correct, consistent text reproduction (20%);

    logically consistent sentences (20%);

    no errors (dysgraphic 20%, spelling 20%);

    correct speech design (no more than 1 speech inaccuracy is allowed) (20%)

Based on the results of processing the examination protocols, it is convenient to draw an individual speech profile for each child. It clearly shows which components of independent speech suffer in more, and which ones are relatively formed.