Dyslexia is a disorder in which a person can read and understand letters and numbers, but has difficulty differentiating them.

To treat dyslexia, there are special programs, corrective exercises and teaching methods. Teachers and parents must master all these methods and apply them in the classroom and at home.

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USING TECHNIQUES

NEURO-LINGUISTIC

PROGRAMMING IN WORK

TEACHERS – Speech therapist

Teacher speech therapist:

Gridina Yu.A.

At the moment, it is too early to talk about a clear system for using NLP techniques in national pedagogy, but using elements of this technique in lessons is possible and realistic. Taking into account the neurolinguistic characteristics of children, it is important for the teacher to present the material in a language accessible to children, based on auditory, visual and kinesthetic memorization. To do this, the teacher needs to learn to vary the presentation of the material in all three modalities. This not only helps to build on the child's developed modality, but also teaches how to use less developed modalities in the learning process.

When teaching children, it is necessary to provide information through several channels of perception,teach multisensory. Multisensory perception of information in the lesson helps students receive it using their leading channel of perception. In addition, multisensory learning develops students' other sensory channels.

Working with a visual student, use words that describe color, size, shape, location, and highlight different points or aspects of the content. Record actions, use diagrams, tables, visual aids.

Working with an audit student, use voice variations (volume, pauses, pitch), reflect the rhythm of speech with your body.

Working with a kinesthetic student, use gestures, touches and the typical slow speed of thought processes. Remember that kinesthetic learning is through muscle memory. Let them play the role of different pieces of your information.

If you seriously analyze the results of learning, then special attention should be paid to the memory process.

An auditory learner uses his brain as a tape recorder. Having received a question, he selects the answer tape and scrolls through all the information until he receives the answer.

A student with visual memory is able to “see words with the eyes of the brain.” Visualization of information is the main key to academic success.

A student with kinesthetic memory is able to remember through physical activity.

It is necessary to take into account the manifestations of the leading modality of each individual student. For example, you should not force a kinesthetic learner to sit still during a lesson, since during movement he or she will memorize the material more firmly. The visual learner must be allowed to have a piece of paper in the lesson on which he can draw, shade, draw, etc., in the process of memorizing. The auditor must not make comments when he makes sounds or moves his lips while performing a task. Without this, he may not be able to complete the task.

The student must also make comments in his own language: for the visualist, shake his head, shake his finger; kinesthetics - put your hand on your shoulder, pat it; to the auditor - say in a whisper: “Sh - sh - sh,”

As an example of the possible use of knowledge about a person’s internal strategies, we will describe the NLP technique “Strategy of competent writing (spelling).”

It is based on the phenomenon of so-called “innate literacy,” which helps people who possess it to write accurately without resorting to existing rules grammars. These people have a special strategy that allows them not to make mistakes: they remember words in the form of visual images (the leading system is the visual modality).

This strategy can be taught to a child. Moreover, the effectiveness of learning is much higher than when memorizing grammar rules. The strategy operates automatically, on an unconscious level.

The essence of the method is that the student is presented with standard words on cards to memorize, so that he can recognize them later.

NEUROLOGICAL CHARACTERISTICS OF STUDENTS.

CORRECTION AND DEVELOPMENTAL NLP TECHNIQUE

"AMBULANCE".

TARGET:

Relieving emotional stress. Improved performance. Development of interhemispheric connections. Development of attention and thinking.

INSTRUCTIONS:

The top letter of each line is spoken out loud. The lower letter indicates the movement of the hands: L - the left hand rises to left side, P - right hand rises to right side, B – both hands rise up.

The exercise is performed in sequence from the first letter to the last, and then from the last letter to the first.

A B C D E

L P P V L

E F Z I K

V L R V L

L M N O P

L P L L P

R S T U F

V P P L V

X C CH W Y

L V V P L

PORTFOLIO

TEACHERS – Speech therapist

Municipal educational institution GYMNASIUM No. 9

STAVROPOL

Gridina

YULIA ALEXANDROVNA.

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Dyslexia is a disorder in which a person can read and understand letters and numbers, but has difficulty differentiating them. The IQ of these people is normal, and this is what distinguishes this disorder from, for example, brain damage, in which people have a low IQ.

Dyslexia is not usually diagnosed. The disorder comes in a variety of forms, from an inability to distinguish between the numbers 6 and 9, for example, to a more severe form in which letters and numbers are confused, such as E and 3. These people's speech is normal, but written words or letters may be rearranged.

Dyslexia itself is not a problem, but its social consequences can be quite serious. The child may be ridiculed in class or develop a hatred of letters and numbers. Not only does this affect a child's academic performance, but it can also lead to social withdrawal and an inability to make friends. For this reason, the child may refuse to master any physical skills, which further develops his sense of inferiority.

Parents who find that their child is too shy, withdrawn, unwilling to participate in group activities, afraid of school, or avoids reading and math should immediately raise the possibility of dyslexia. These children are very adaptable and often find defense mechanisms, such as becoming unruly at school. For this reason, the diagnosis of dyslexia can be made when the child is already grown. I'm talking about this because it's never too late to use available methods treatment and have significant success in overcoming this problem.

Deficiencies in certain nutrients can cause or worsen dyslexia. Use a multivitamin that contains more zinc, lecithin and amino acids, which are involved in the transmission of nerve impulses, and most of all, beware of dehydration.

Any child who is reluctant to learn letters and numbers, is very shy, unsociable, or has poor school performance should be assessed for dyslexia. If all of these characteristics are combined with awkwardness, this is another reason to suspect a diagnosis of dyslexia.

To treat dyslexia, there are special programs, corrective exercises and teaching methods. Parents should also master all these methods and apply them at home.

Dyslexics are quite easy to identify among other schoolchildren!

A dyslexic person openly manifests himself in writing and reading through the presence of specific errors and problems with handwriting. To identify a dyslexic or a student with dysgraphia, it is enough to look at the student’s school notebook. And the analysis of errors that a schoolchild makes in reading and writing will allow us to determine the specific manifestations of dyslexia in a schoolchild.

Exercises:

1. Work with the ball.

Buy a rubber ball with spikes.

Reading words syllable by syllable, with each syllable - we squeeze the ball with all fingers, watch the ring and little fingers - this is very important!!! These fingers are not developed!!!

Complication - transfer from one hand to the other.

3. Articulation gymnastics.

a) warm-up

Inhale through your nose, exhale through your mouth;

Inhale, hold your breath, exhale;

Inhale, exhale in portions.

b) exercises to develop clarity of pronunciation:

Planes take off: ooh-ooh.

The cars are moving: w-w-w.

The horses galloped: clop-clop-clop.

A snake crawls nearby: shhhh.

A fly hits the glass: s-z-z-z.

c) reading pure phrases in a whisper and slowly:

ra-ra-ra - the game begins,

ry-ry-ry - we have balls in our hands,

ru-ru-ru - I hit the ball with my hand.

d) reading quietly and moderately:

Arch of Arts

arta arda

arla archa

Arsa Arja

e) reading loudly and quickly:

burn - steam - fry

door - beast - worm

e) reading tongue twisters, proverbs, sayings

1. A water carrier was carrying water from under the waterfall.

2. Speak, speak, but don’t talk.

3. Geese are cackling on the mountain, a fire is burning under the mountain.

4. Our head will out-head your head, out-head your head.

5. Our duda is both here and there.

6. A tree is planted soon, but not soon the fruits are eaten.

7. There is grass in the yard, there is firewood on the grass, do not cut wood on the grass in the yard.

8. Near the hill on the hill stood 33 Egorkas: one Egorka, two Egorkas, three Egorkas, etc.

9. Three little birds are flying through three empty huts.

10. In one, Klim, stab the wedge.

11. Like the fiber, like the fabric

12. He pecks the trigger and smokes a Turkish pipe.

13. Libretto “Rigoletto”.

14. Have you watered the lily, have you seen Lydia?

15. The fox runs along the six, lick, fox, sand.

16. The ships tacked, tacked, but did not tack.

g) reading consonants

The student takes a deep breath and as he exhales reads 15 consonants of the same row:

KVMSPLBSHGRDBLST

BTMPVCHFKNSHLZZTSS

PRLGNTVSCHTSFBHNM

VMRGKTBDZSHCHZBCHVN

FSHMZHDShHChMKPBRVS

PTKZRMVDGBFKZRCH

Reading a consonant with a vowel using the same table.

After this exercise, students practice reading a series of vowels with an emphasis on one of them: a o u y and e.

4. Training exercises to develop reading skills and techniques.

“Tug-1”.

The essence of the “Tug” exercise is reading in pairs. The adult reads “to himself” and follows the book with his finger. And the child reads aloud, but from the finger of an adult. Thus, he must keep up with his reading.

“Tug-2”

consists of reading aloud to an adult and a child at the same time. An adult reads within the speed of a child, who must adjust to his pace. Then the adult becomes silent and continues to read “to himself,” and the child follows his example. Then read aloud again. And if the child correctly “caught” the pace of reading, then he will “meet” him on one word.

Repeated reading.

The student is asked to start reading and continue for one minute. After this, the student notes to what point he has read. Then follows a re-reading of the same passage of text. After this, the student again notices which word he has read and compares with the results of the first reading. Naturally, the second time he read a few words more (some by 2 words, some by 5, and some by 15). Increasing the pace of reading causes positive emotions in the child, he wants to read again. However, you should not do this more than three times! Avoid fatigue. Strengthen the situation of success. Praise your child.

Reading at the pace of a tongue twister.

Children practice clear and correct, and most importantly, fast reading of text. The endings of words should not be “swallowed” by the child, but should be clearly pronounced. The exercise lasts no more than 30 seconds.

Expressive reading with transition to an unfamiliar part of the text

The student reads a passage of text, then we explain to the child this way: “Now, read the text again, but a little slower, but beautifully, expressively.” Your student reads the passage to the end, but the adult does not stop him. The child moves on to an unfamiliar part of the text. And here a small miracle happens. It consists in the fact that a child who has read the same passage of text several times and has already developed an increased reading pace, when moving to an unfamiliar part of the text, continues to read it at the same increased pace. Its capabilities are not enough for a long time, but if you carry out such exercises daily, the duration of reading at an increased pace will increase. After two to three weeks, your child's reading will improve noticeably.

“Throw - notch.”

Its goal is to develop the visual ability to navigate the text. It consists of the following:

The child puts his hands on his knees and begins to read the text aloud at the command “Throw”. When the “Notch” command is heard, the reader lifts his head from the book, closes his eyes and rests for a few seconds, while his hands remain on his knees. On the command “Throw”, the child must find with his eyes the place in the book where he stopped and continue reading aloud. This exercise can last about 5 minutes.

To increase the upper limit of the individual reading speed range, an exercise is used"Lightning".

Its meaning is to alternate reading in a comfortable mode with reading at the maximum speed accessible to the child, reading silently and reading aloud. The transition to reading in the most accelerated mode is carried out at the command of the teacher “Lightning!” and lasts from 20 seconds /at the beginning/ to 2 minutes /after mastering the exercise/. Training can be carried out several times during each reading lesson, and a metronome can be used as an additional stimulant.

Children always want to compete to see who can read faster. In this case, the exercise is useful"Sprint".

If your child’s classmates come to see you, invite them to find the same passage in the book and, on command, begin to read out loud at the same time, whoever is faster, correctly pronouncing the endings of the words. At the signal - “Stop”, the children show with their fingers who has stopped where.

With this exercise, little readers also learn attention and concentration. After all, there are other children nearby reading aloud and making it difficult to concentrate. The child needs to be attentive and not be distracted by extraneous noise. And this skill needs to be developed.

Students’ favorite type of reading is role-playing reading, which evokes a lot of feelings and emotions. Arrange"Radio play."

Reading text with the top of the line covered:

There is a secret in this exercise - an exercise with a trick. The fact is that any intelligent child will notice that when the top line is read in half letters, at this time the bottom line is completely open, and will realize that it is much more profitable to have time to quickly read it while it is open, so that later, when it is closed quickly produce the finished result. Many children quickly adopt this strategy, and this is exactly what is needed to increase their reading speed!

This exercise is formed by several significant educational qualities:

* Reading to yourself (because it needs to be hidden);

* Verbal-logical memory (since it is necessary to retain several words in memory at once and retain them for several seconds).

* Distribution of attention and the ability to perform at least 2 tasks simultaneously (reading a given line out loud and reading the underlying line silently). Most of the time, the student should read “to himself,” silently. This is understandable. It is difficult to read aloud, fatigue comes earlier.

"Lips".

When given the command “Lips,” the child places the finger of his left hand on his tightly compressed lips, which reinforces the psychological attitude towards silent reading. When given the command “Aloud,” he removes his finger and reads the text aloud.

As the student gets used to reading without external signs pronunciation, the command “Lips” is given less and less often and, finally, is canceled completely.

Thus, the less pronunciation, the higher the speed!

The main goal of the next group of exercises- improving reading skills, since poor reading technique invariably affects reading comprehension. For a beginning reader, understanding a word read often does not come along with reading, but after it, when he traces the entire letter sequence.

Gradually the eye gains the opportunity to run ahead and understanding occurs along with reading. We list the most significant exercises in this set:

1. Correct mistakes.

It hits like a fish hitting honey.

A lazy person and a scoundrel are two native gates.

A horn to the ears - even sewn strings.

In the absence of fish, the tank is fish.

Fashion does not flow under a lying stone.

Buy a whale in a bag.

2. Find and write five words that are hidden in these syllables:

Li-sa-dy-ra-ki-you

la-pa-ra-no-sha-lun.

3.Find a name on each line and write it next to it.

FYVAIVANGOR _________

SASHAITEUBLT _____________

ONMAKNGTANYA _________________

The names of animals were hidden among the letters. Find and underline.

FYVAPRENOTM

YACHBEAR

EZDVORONAPA

KENROMICE

3. Read the words and find among them those that can be read backwards.

RIVER, COSSACK, BAG,

BACKPACK, HUT, BIRCH.

4. Cross out the letters that are repeated twice. What is written?

TUIGYUFRZHYADYSHCHMYKBEMZ VYAZLCHAEEDSOPKAZHEBOUSHP

Corrective work.

Elimination of phonemic dyslexia.

Phonemic dyslexia is associated with underdevelopment of the basic functions of the phonemic system:
Phonemic awareness;
Phonemic analysis and synthesis of words;
Isolation of sounds by ear in the stream of speech and differentiation of sounds;
Determining the number of sounds in a word, naming them in order.

Exercises to develop phonemic awareness and
syllabic-letter analysis.

1. Identification of a vowel sound among other vowels: (u) ay, eua, ayo, iou, etc.
2. Name and show the first vowel sound in vowel combinations: uia, aio, eoy, oiu...
3. Repeat after the speech therapist the combinations of vowel sounds: uiu, uiua, aiuo...
4. Isolating vowel sounds from words (the beginning of a word):
Impact position:
Perch, knot, stork, windows, corner, name, dinner, echo, vacation.
Unstressed position:
Pharmacy, raisins, watermelon, snail...
If children already know the letters, then raise the corresponding letter.
Isolating a vowel sound in any position.
5. Isolating a consonant sound by ear in a stream of speech (beginning of a word, end of a word, in any position). You can raise the corresponding letter. (Game “Border Guards”. Select the first sounds, make up a word),
6. Determining the place of sound in a word.
7. Repetition of syllable series after the speech therapist.
Vowel combination (formerly);
Pa-pa-ap
Lo-lu-ly
So-so-sho, shu-su-shu
SA-sha-sha
Sass-sos-sus
Great.
8. Exercises for developing the rhythmic structure of words:
Tatatatatata…
Tata - tatatata...
Ta-tatatata, ta-tatata...

Ta-ta-ta
So-and-so
Tu-tu-tu
9. Select pictures or write down only those words that contain the desired sound.
10. Differentiation of sounds. Arrange the pictures (or write down the words) in 2 columns (Game “Load the Trucks”).
11. Name the pictures, highlight the sound, and label them with a letter.
12. Come up with words with the given sound (or find these words in the plot picture).
13. Arrange pictures (or words, or write down words) in 3 columns.
14. Arrange the pictures (or words on cards) in 2 columns - two-syllable words with stress on the first syllable, with stress on the second syllable.
15. Make up words
Or choose from a variety of pictures and words, or find on story picture words.
Game “In the garden”, “In the forest”, etc.
The children went to the garden, and a lot of different vegetables grew there. Here is a red tomato... (You need to find from many diagrams the one that matches the word, tomato, and here are peas...
16. Determine by ear the count of the sound (t) in the word parta...
17. It is even more difficult to conduct a complete analysis of words, i.e. name by ear how many syllables, sounds, vowels, consonants, hard and soft consonants, voiced and voiceless are in a word.
18. If children know letters, then the next stage of word analysis is to designate sounds with letters. To do this, it is better to select words where the number of sounds does not coincide with the number of letters (salt), where the sound does not correspond to the letter, in order to immediately develop spelling vigilance in children (oak, cow).
19. Conduct games like “Field of Miracles”.
20. Game “Who can make up the most words from of this word: drill - village, ditch, thief, sitting, weight...".
21. Make words from these letters: t, s, o, m, i, z, a. “What’s in Kiryusha’s basket.”
22. Game “Who can come up with the most words with the letters ol in the middle”?

o l

23. What words can there be here?

ooo
24. Game "Cryptor". The cryptographer comes up with a word and encrypts it. Encryption options will include omissions of letters, permutations of letters in a word: zhyil - skis, anski - sled, nols - elephant. Make up and write down words. Children remove unnecessary items from decoded words.
25. Game "Lost and Found". Zone - umbrella, iron - iron.
26. Game “The letter got lost.” (So ​​that children understand the meaning of what they read).
Cow-crown
Mom with the kidneys (barrels) walked along the road along the village.
The sea turns blue in front of us, T-shirts (seagulls) fly above the waves.

27. Game “Make a word”. The children have cards with syllables, and so does the speech therapist. The speech therapist reads his syllable, and the children write a syllable that, together with the named one, will form a word (ko-sy, my-lo), or connect the syllables written on the board:
Wow
So sy
Usa
Ro wok
Oh yeah

28. Game “Cook cabbage soup”

Let's cook cabbage soup today!
Find such words
So that everyone has a little cabbage soup!
There's already a pan on the stove,
Take only those letters
What they look from a basket.

S, e, i, k, i, p, l, sch, c - tongs, box, pliers.

29. Converting words.

a) Changing one letter: mouse-midge-fly...,
night-daughter-kidney-barrel...

b) building up words with one or more letters:
- turn the word floor into regiment, mouth into mole, ox into trunk.
c) Rearrangements of letters and words:
Sinew skis.
Saw-linden,
Nose-dream

30. Working with the syllabic table
A O U Y I
N NA BUT NU NOR
K KA KO KU KY KI
T TA TO TU YOU TI
S SA SO SU SY SI
L LA LO LU LY LI

A) The speech therapist points to letters and syllables, the children read the words.
B) Students make up the words themselves: “Who is bigger?” (of 3 letters, 4, 5...).

31. The speech therapist composes a word from the letters of the split alphabet. Then he says: “One, two, three! Go to sleep!” and rearranges letters or syllables in a word. “One, two...” children read a new word and say what has changed. (Oil-resin).
32. Put the letters in the given order.

II. With optical dyslexia, there are difficulties in learning letters, replacing, and mixing in the reading process. Optical dyslexia is based on difficulties in optical and optical-spatial analysis, undifferentiated ideas about forms that are optically similar, disturbances in visual perception and memory; underdevelopment of spatial perception and spatial concepts.
Therefore, when eliminating this violation, work is carried out according to the following plan:
1. formation of visual perception;
2. development of visual memory;
3. formation of spatial representations, visual analysis and synthesis.

Exercises, games.

1. Find the letter among other letters in the text.
2. K block letter put the written one and vice versa (can be in the form of a game).
3. Identify the letters in incorrect position(different colors), turn over, read.
4. Trace the outlines of the letters (printed and written). Shade the letters. Cut from sandpaper.
5. Add missing letter elements.
6. Select letters superimposed on each other
7. Game: “What has changed?” (on objects, pictures, letters, words).
8. The speech therapist momentarily shows pictures (letters, words). Then he names them in order, or lays out letters from the alphabet or writes them. (The most difficult are graphically similar letters).
9. Game "Alphabet". Who can name all the letters of the alphabet faster? All the letters are written randomly on the table. Children must name and show them in alphabetical order. The one who spends the least time on this will win. Games "Treasured bag".
10. Game “Make no mistake!” Read letters and letter combinations:
a) a, and, and, a – ai-ai
b) and, a, a, and – ia-ia
c) and, and, a, a – ai-ia-ai
d) a, a, a, i - ia-ia-ai

11. Reading various syllabic tables:
- table in the book “Read it yourself.”
- direct reverse syllables
- graphically similar letters
- with a consonant cluster
- with increasing
- on differentiation.

12. Color perception of a syllable as a technique for teaching reading:
December - December
13. Reading words written backwards: lobtoof - football
14. Read it so that you get the word: s ka kal ka, tyu s la.
15. Read. How many words have you read?
The fuckers went for mushrooms.
16. Read. Find and correct errors.
There is smoke on the street
The house made of pipes is knocking him down.
17. Reading with different tasks (first in words, then in texts):
- read only with the letter “a” (u, and...).
- words with one syllable...
- read words with stress on the first syllable...
18. Comparison of sentences containing 1-2 identical words: Pasha hit the fish - the children hit the fish.
Children read the first sentence and find a similar sentence, but still somehow different from the first. Read both sentences.
19. Reading words that differ in prefixes, suffixes, endings: bathed - bathed.
20. Reading sentences where there are words that differ in endings, prefixes, suffixes:
Petya planted a birch tree
Petya planted a birch tree
Petya will plant birch trees.

They read and compare.

21. Reading syllables with constant building up to a word:
Va-rva-rami
Li-sli-plums
22. Reading with constant opening of syllables.
23. Show the word on the card for a moment; the children must reconstruct it from the letters of the cut alphabet. (Bird) starling.
24. To expand the “field of vision” it is useful to read sentences written like this:
A) Lara
Herself
Soap
Ramu
B) Lara herself
I washed the frame.
C) Lara washed the frame herself.

25. Reading texts where sentences are divided into syntagms and written in poetic sequence:
Squirrel's nest
Like a bird, it’s structured:
From twigs
From branches.

26. I would like to tell you about one more method. Many years of teacher practice have shown the high effectiveness of the spelling reading method. It is based on articulatory memory. But at the same time, another type of memory is connected - auditory.
Based on articulatory memory, orthographic reading opens up a wide path to enriching students' vocabulary. In the process of working on the book, the student himself will learn various shades every word. When it is necessary to reproduce the word graphically, the follower’s articulatory memory will suggest the word, without even translating it into sounds, and the student will write it down correctly.
When reading orthographically, a word should not be broken down into syllables, otherwise it will lose its integrity, individuality and will not remain in the memory of the movements of the articulatory apparatus.
Children easily master 2 types of reading: read as we write, read as we speak.
By teaching two types of reading, we pursue 2 goals:
1.Transmission of thoughts and feelings by spelling reading;
2. Practicing the sound graphic form through spelling reading.

III. Semantic dyslexia manifests itself in impaired understanding of words, sentences, and text read.
Reading comprehension disorders are observed in children with very late development speech, with agrammatic speech, in which underdevelopment of both the phonetic-phonemic and lexical-grammatical aspects of speech is revealed.
I will give several exercises to develop the lexical side of speech (understanding the meaning of words).
1. Expanding and activating the vocabulary on topics of the conceptual vocabulary (vegetables, fruits...) and generalizing words. When working on this, the games “Odd Four” (logical exercises) are useful.
2. Logical exercises. Arrange the pictures or words in 2 columns:
Tools transport
Color of objects shape of objects
First Name Last Name

3. Explanation of the meaning of the words of paronyms:
squirrel-stick, nose-carrying, bank-bank.

4. Connect the words with their explanation:
The reader is the one who invents
The builder is the one who reads
The voter is the one who builds

5. Complete the explanations of the words:
A knitter is someone who……
A welder is someone who…….

6. Based on this explanation, name the word:
Very strong -...
Very kind -…
Very healthy -…
Very clever …..
Words for reference: big man, cunning man, strong man, good man.

7. Explain the meanings of related words orally (or select appropriate pictures): watch, watchmaker, watchmaker.
8. Game “Did Dunno correctly explain the formation of his words?”
Gorisny - grief,
Cheesecake - raw,
Swimming - to swim.

9. Selection of synonyms:
A) Old - ...
Funny - …
Diligent - ...
Words for reference: lively, joyful, funny, decrepit, dilapidated, ancient, diligent.
B) Game “Same thing”.
Children read the word, and on the back of the card they write down a synonym: eyes - eyes, grimy - dirty.

10. Game “Everything is the other way around.” (Orally from pictures, from word cards).
For example: with a ball, or children read words and put them under the corresponding pictures (long - short).
11. Game: “What can be hard? Red?”….
12. Name the item by description (or picture)
- red-haired, cunning, fluffy...
13. Some cards have riddles written on them, others have answers in the form of words or pictures. Children read riddles and present answers.
14. Logical stress. So, the elimination of dyslexia is differentiated. The methodology for eliminating reading disorders is based on the manifestations of reading disorders, the nature of the disorder, and the mechanisms of dyslexia.

You may have heard that many children write words in a mirror way. Or they read words backwards, sometimes replacing sounds in them with similar ones. Is this normal for a child? Yes, but sometimes such signs can be a wake-up call. What is dyslexia and what are its symptoms?

Short description

Dyslexia is a disorder of reading skills due to poor development or breakdown of certain mental functions responsible for the processes of reading and writing. The disorder is expressed in constantly recurring shortcomings in reading and writing.

If we consider it from the point of view of psycholinguistics, then dyslexia is a disorder in the connections of the visual, speech-motor and speech-auditory analyzers. The fact is that reading involves all analyzers, forces you to gradually include visual perception, connecting letters with sounds, merging these sounds into syllables, and then, into words, merging words into sentences, and them into a story.

In this case, gradual processing of information occurs, including not only reproduction, but also understanding of what is read. If this fails, dyslexia begins to appear.

Forms of dyslexia

There are several classifications of forms of the disease, however, the most common is the one described below. It includes such types as:

• phonemic;
• semantic;
• ungrammatical;
• optical;
• mnestic;
• tactile;

Phonemic

The mechanism is based on the general underdevelopment of the functions of the phonemic system. In this case, when pronouncing a dyslexic, he confuses sounds that differ in their meaning (b-p, s-sh, etc.). There may be a rearrangement of letters and some parts of words in words when reading and writing.

Semantic

It is often called “mechanical reading” due to the fact that the understanding of words, sentences and entire texts read is impaired. At the same time, reading itself does not suffer. At semantic dyslexia words are perceived only partially, which is why their connection with other words in the text is lost.

Ungrammatical

The form is characterized by changes in case endings, number of nouns, various types of agreements, as well as in verb endings. It is most common in children with systemic speech underdevelopment.

Optical

With optical dyslexia, it is difficult for a child to learn and distinguish between letters that are similar in spelling. The letters may differ slightly (S-O, R-V) or consist of similar parts, but with different locations on the paper (G-T, P-N).

Mnestic

This form is characterized by difficulties in understanding letters. The child cannot associate a sound with a specific graphic image of it.

Tactile

It can only happen to blind children. It manifests itself in problems understanding letters on a Braille table.

Causes of dyslexia

Recent studies of the disease have shown a strong influence of hereditary predisposition. Foreign doctors are inclined to believe that dyslexia may be associated with latent left-handedness.

The main cause of dyslexia is brain dysfunction, which may be caused by exposure to certain biological factors, For example:

In the perinatal period, dyslexia can be caused by brain damage what can lead to:

• maternal anemia;
• maternal and fetal heart disease;
• asphyxia;
• prolonged labor;
• fetoplacental insufficiency;
• premature placental abruption;
• entanglement and abnormal development of the umbilical cord;

Toxic lesions of the central nervous system, which could give:

• alcohol and drug intoxication;
• hemolytic disease of the fetus;
• jaundice in a newborn;

Dysfunction can also lead to infectious lesions due to: diseases suffered during pregnancy (measles, rubella, influenza, etc.);

Damage the brain mechanically possible with:

• fruit expulsion manipulations;
• protracted labor;
• intracranial hemorrhages.

Even if the child did not experience any of the above, after birth there is factors leading to delayed maturation of the cerebral cortex, which leads to dyslexia. These factors include:

• neuroinfection;
• infections such as rubella, measles, chickenpox, polio and the like;
• severe chronic diseases;

Dyslexia may accompany:

• mental retardation.

This is due to pathologies of brain areas.

There are also social disadvantages, For example:

• deficit of verbal communication;
• pedagogical neglect;
• bilingualism.

Symptoms

It may seem that dyslexics may have developmental delays due to problems with pronunciation and writing. Actually this is not true. For all their shortcomings, they are very often talented, sometimes even brilliant people. Albert Einstein, Leonardo da Vinci, Marilyn Monroe, Walt Disney, Vladimir Mayakovsky - they were all dyslexic, but this did not stop them from becoming worthy famous people.

Research into dyslexia has shown that dyslexics:

1. have a broad outlook;
2. curious about the phenomena of the surrounding world;
3. have an excellent imagination;
4. have developed intuition;
5. can evaluate and consider things familiar to us from other angles.

Dyslexia can manifest itself in different ways, depending on the age of the patient. For ease of understanding, below the symptoms are divided into several subgroups.

Early signs

These symptoms are placed in a separate category, since their presence may indicate an advanced process of disease development. If you notice more than 5–7 such signs, you should consult a doctor.

• changing the order of letters when composing words;
• reluctance to read aloud and write essays;
• changing the order of letters, words or numbers during writing and reading;
• difficulties with learning the alphabet, multiplication tables;
• confusion in the simplest orientation (right-left, etc.);
• inattention;
• poor memory;
• difficulty following simple instructions;
• clumsy grip of the handle;
• difficulties in learning spelling and reading principles.

In preschool age

• Late onset of speech development.
• Difficulties in pronunciation and learning words.
• Poor memory, especially regarding words (gets confused or cannot remember the right word for a long time.
• Problems communicating with peers.
• Problems in mastering basic reading and writing skills.
• Confusion in the arrangement of words and letters in words, when retelling or telling a story.

Junior School

• Problems decoding words.
• Replacing some words with others, often similar in sound and meaning (box - box).
• Transposition and inversion when reading.
• Spread of words and letters (uh, etc.).
• Confusion in arithmetic signs (instead of + -).
• Difficulty remembering facts.
• Impaired coordination of movements.
• Impulsiveness and awkwardness.
• Slow learning new skills.

high school

• The reading level is lower than that of classmates.
• Persistent reluctance to read aloud or write.
• Poor memory, which also affects planning.
• Difficulty communicating and finding common language with peers.
• Poor perception of body language and facial expressions.
• Poorly readable handwriting.
• Difficulty pronouncing and writing words.

High school

• Slow reading with many errors.
• Insufficient writing skills.
• Problems in retelling, presenting and summarizing material.
• Incorrect pronunciation of words.
• Poor perception of information.
• Bad memory.
• Slow operating speed.
• Difficulty in adapting to any changes.

Adults

• Difficulties in perceiving audio and written information.
• Poor memory, inattention and absent-mindedness.
• Difficult to understand pronunciation.
• Confusion in the sequence of numbers and words, inability to reproduce them in the correct order.
• Lack of writing skills or their insufficient development ().
• Problems with planning and organizing your time.
• Weak organizational skills.

Diagnostics

A diagnostic study begins with a visit to a pediatrician, who, after considering all the signs, should refer the child to a speech therapist.

The speech therapist begins the examination by collecting a detailed medical history, including aspects such as:

• how the mother’s pregnancy progressed;
• are there any genetic predispositions to such diseases;
• are there any congenital diseases The child has;
• How did the child develop in the first years of life?

After collecting anamnesis, the speech therapist finds out:

• development of the child’s speech, writing and reading skills;
• features of the formation of these skills;
• state of the articulatory apparatus;
• state of motor skills;
• student’s performance in Russian language and literature.

After collecting data, the doctor may perform several tests, including:

• reading aloud;
• copying text;
• writing by ear.

Depending on the results of the examination, consultation with a neurologist and ophthalmologist may be necessary. Hardware examination in this case includes EEG and EchoEG.

Dyslexia test

Recently, foreign scientists have created a special test for dyslexia, suitable for children from 3 years old. It takes about 10 minutes to complete, and it is designed to identify problems in young children who have not even started preschool education.

The mechanism of the test is based on the fact that children are especially attentive to the pronunciation of sounds when constructing words. If a child has problems with pronunciation, then there may be problems with reading and writing. So, along the way, dysgraphia can be diagnosed in children.

To diagnose dyslexia, classical tests can also be carried out, taking 1.5–2 hours. They are carried out by a speech therapist.

Treatment and correction of dyslexia

The traditional method of treating dyslexia is speech therapy correction work. This method involves working to correct all pathologies of speech and non-speech processes.

The method of speech therapy correction depends on the specific form of the disease:

• Optical dyslexia requires work on visuospatial representation, visual synthesis and analysis.
• Tactile involves working on parsing and understanding patterns and developing spatial representation.
• With mnestic memory, it is necessary to develop auditory-verbal and verbal-visual memory.
• With the phonemic form, it is necessary to correct sound pronunciation and form ideas about the sound-letter composition of words.
• Semantic requires the development of syllabic synthesis and vocabulary, and work on the child’s assimilation of grammatical language norms.
• In the agromatic form, work should be done to form grammatical systems.

For adult dyslexics, correction methods involve more extensive training. However, in terms of mechanisms they do not differ from classes with children.

Watch a video that addresses the causes and correction of dyslexia:

MBOU "Pervomaiskaya Secondary School"

Master class on the topic:

"Practical use of effective methods in the correction of dyslexia"

Teacher-speech therapist Morozova O.V.

Practical use of effective teaching methods in the correction of dyslexia

IN last years the number of children encountering various learning difficulties in primary school. According to psychologists, more than 200 factors influence academic performance. The most important of them is mastering the skill of reading. The problem of reading disorders is one of the most pressing for schooling, since reading from a goal turns into a means of further acquisition of knowledge by students. More than half (55.5%) of older children preschool age are not ready to start school and, therefore, are doomed in advance to failure in the Russian language. Psychologists and teachers have identified a pattern: if a child reads fluently by the end of first grade, then he will succeed in all subjects, and vice versa. The reading speed of lagging, underachieving children is much lower than normal, and this causes a negative attitude towards the reading process itself, since information is poorly absorbed and reading, as a rule, becomes mechanical, without understanding the material. It is difficult for such children to master the curriculum in all subjects, especially the Russian language.

As you know, any disease is easier to prevent than to treat. Therefore, the need for preventive work to prevent reading and writing errors with preschoolers is obvious to everyone today.

The system of work to prevent reading disorders: consists of several areas:

– development of the oculomotor analyzer;
– improvement of visual-spatial perception;
– development of auditory perception;
– and work on reading technique.

Work to prevent specific reading errors should be carried out with children aged 5-7 years, both with and without various speech pathologies.

Early diagnosis, predicting school problems and correcting difficulties is the key to children’s successful education at school.

So, we set a problematic task: effective teaching of reading, increasing reading speed, effective correction of reading impairment.

In addition to the traditionally used methods, we included in the work plan for the prevention of dyslexia with primary schoolchildren and in the plan for teaching literacy to preschoolers new methods of effective teaching of S.G. Zotova. In the process of work, real changes in reading among schoolchildren and preschool children were already visible. Since the newly used tools had an impact not only on reading speed, but also had a positive effect on the processes that are the basis: attention, perception, visual memory, the speed of the gaze along the line, the volume of visual memory, the ability to concentrate on the task at hand. The memorization process began to improve, the volume of memorized material gradually began to increase, and the time it took the child to reproduce printed material decreased. The vector of perception was also gradually normalized (from left to right). That is, an integrated approach to the problem began to be implemented, as recommended by neuropsychologists.

Having applied the above methodology in practice, the results improved:

1. On learning to read (children who do not want to read have become interested and become more active; in children who are slow to read, their reading speed has increased from 12 to 23 words per minute).
2. For the prevention of dyslexia (for schoolchildren with reading difficulties, classes became competitive in nature, they easily coped with large volumes, and their reading speed actually increased - from 23 to 64 words per minute).

Combining our accumulated experience, we have identified the main ways to increase efficiency in learning to read and overcoming dyslexia:

1) The most important thing is to motivate the child in such a way that he himself wants to improve his results. For this purpose, control measurements with a time indication and the construction of a graph after passing the next stage are used. Then the results at each stage become clearly visible.
2) Development of the oculomotor analyzer (series special exercises for tracking, isolating a given form, moving in a given direction (from left to right) through exercises: “Notes”, “Rings”, Schulte tables, labyrinths).
3) Development of visual perception through exercises aimed at reducing the time for memorizing images: “Hide and Seek”, “Titles”, “Elevator”, “Windows”.
4) Use of syllable tables (syllables and a set of letters in the form of words to avoid “guessing” familiar words).
5) Use of special helper characters for continuous reading and isolated reading of letters (according to Kalinina).
6) Gradual increase in volume to reproduce what was read from memory.

The named methods were used in our professional activity and had tangible results. As a result of targeted exercises in children:

– learning ability increases, attention and perception improve – children learn to see, hear, reason;
– the volume of RAM increases, and therefore the material to be remembered, interest in the reading process is awakened, emotional stress and anxiety are relieved, and correct, meaningful reading is formed;
– the ability to transfer acquired skills to unfamiliar material develops.

Thus, application in practice effective techniques leads to real results: the processes of teaching reading and preventing reading disorders become more effective and efficient. Correction of dyslexia consists of specially designed exercises that gradually restore oral and written speech. When working with a child, do not burden him with a large flow of information, because he will not be able to absorb everything at once. The exercises presented below have a gentle and relaxed effect on the child’s consciousness.

The following exercises are most effective:

Finger motor skills training using a spiked ball (for each syllable, invite the baby to squeeze the ball with his fingers, especially the thumb and little finger);

Reading words backwards;

Learning memos (“Planes take off: ooh-ooh. Cars are driving: zh-zh-zh. The horses galloped: tsk-tsk-tsk. A snake crawls nearby: sh-sh-sh. A fly hits the glass: z-z- z-z");

Slow pronunciation of pure phrases (“ra-ra-ra - the game begins, ry-ry-ry - we have balls in our hands, ru-ru-ru - I hit the ball with my hand”);

Learning tongue twisters (“The water carrier was carrying water from under the waterfall.” “Speak, speak, but don’t start talking.” “Geese are cackling on the mountain, a fire is burning under the mountain.” “Our head will out-head your head, out-head your head.” “Our duda and hither and thither");

Reading 15 consonants while exhaling, gradually adding one vowel in a row (KVMSPLBSHGRDBBLST, PRLGNTVSCHTSFBHNM);

"Tow". The adult reads “to himself” and runs his finger along the text, the child’s task is to read according to this pointer, but out loud;

"In unison". This is a variation of the previous exercise, only the adult and the child must both read aloud;

"Repeat." Invite your child to read the text in 1 minute and note which word he has read, and then let the child repeat the same passage in the same time - he will probably read a couple of words more! In this exercise, the main thing is not to overdo it - you shouldn’t read it more than three times, and don’t forget to praise the child even for small progress;

"Serif". On command, the child begins to read the text aloud, holding his hands on his knees. At the “notch” command, the little reader closes his eyes, raises his head, leaving his hands on his knees. In a minute, he needs to use his eyes to find the place in the book where he stopped.

"Lightning". The essence of the exercise is to alternate reading aloud, silently, at a fast and slow pace, with and without expression for a certain time (start with 20 seconds, end with 2 minutes);

"Sprinters". This game is great for a group of kids. On command, the guys begin to read out loud at the same time, and then, when they hear the word “stop,” they point with their fingers to the place where they stopped;

"Correct mistakes". Offer in a place known to the child popular expressions correct mistakes (“In the absence of fish and Buck is a fish.” “Fashion does not flow under a lying stone”);

“Write down the words.” Write 6 syllables to your child and offer to write down 5 words that are hidden in them (la-pa-ra-no-sha-lun);

"Find a name." In a series of letters, the child needs to find the name (ONMAKNGTANYA) or the name of the animal (YACHBEAR).

"Identical words." In a series of words, ask your child to find those that are read the same from left to right and right to left.

“Crossing out repetitions.” Write the letters and ask your child to cross out those that are repeated twice.

Exercises to correct dyslexia in children

Exercise “Corrective test”

Every day, for 5 minutes, provide your child with any text and ask him to cross out the letters you named in it. First the consonants “a, o, etc.” Then the consonants. When the child can clearly cross out the necessary letters, complicate the task and offer to circle the vowels (name any), and underline the consonants. For example, circle all the “o”s and underline all the “v”s. Focus on those consonants and vowels that are most difficult for your child. This exercise will allow your child to remember letters and will protect him from mistakes in reading and writing in the future. You should exercise every day for 2 months.

Exercise "Ring"

This educational game will help develop fine motor skills memory, attention, speech and eliminates signs of dyslexia. Show your baby the following action: move your fingers one by one, locking each finger in a ring with thumb. Start from the index finger, ending with the little finger. Then start the countdown. First, the exercise is performed with one hand, and then with both. You need to work with your child for 10-15 minutes in the morning and afternoon for two months.

Exercise “Mirror drawing”

This exercise actively affects the brain, improving its overall functioning. Place a blank sheet of paper in front of your child. Give him his favorite markers or pencils. Start drawing mirror-symmetrical designs or letters with both hands. First, start drawing with your child so that he understands the principle of the exercise, and then let him try to draw something on his own. The exercise should be done daily, without missing a single day.

Games to prevent dyslexia

Offer your child this game: write an easy sentence so that each word is written on different cards. Voice a sentence to your child and ask him to make it up from the available words.

You can also use the “Write Out Loud” technique. Dictate to your child a short excerpt from his favorite fairy tale and watch how he writes. The main thing is that the child likes the text that you dictate to him.

To develop phonetic abilities, play the Find the Word game with your child. You must prepare different pictures and label them with back side. When calling a word, the child must find the corresponding picture. For example, a tree or the sun. You can also collect syllables. Write the names of the animals syllable by syllable and ask the baby to put the words together. For example, “so-va” or “so-ba-ka”.

With such games you will teach your child not only to read correctly, but also to write, because children’s visual memory is very developed, so it is easier for them to remember everything “by eye,” so to speak.

So, it's time to talk about exercises that help combat dyslexia. They are effective, and if you work with your child every day, you can achieve good results:

 Tongue twisters. Yes, pronouncing them helps the child a lot. The fact is that tongue twisters themselves are a sequence of words that sound similar. Thanks to this, the child can feel the difference. You can also try reading words in reverse order.

 Pronouncing various sounds. Parents should explain to the child that he must pronounce first consonants and then vowels in absolutely any order. And this must be done while exhaling. After some time, it is necessary to mix vowels and consonants.

 Gymnastics for articulation. Various breathing exercises are performed. They are a warm-up before correcting dyslexia.

 Rubber ball. Here it is necessary to teach the child to read syllables. The ball is needed so that when the child pronounces a syllable, he squeezes it with all his fingers.

 Exercise “Tug”. Its meaning is that one of the parents should read the text with the child. First, the child and the adult read aloud together, and then each read to himself. It is important to remember that parents must adapt to the child’s reading speed, because... he may not be able to keep up with the adults.

 The last exercise is to read the text repeatedly. The child is given a passage and reads it for a minute. When a minute has passed, a mark is placed where the child stopped. Then, after a short period of time, he must read the same piece again. Parents, in turn, should monitor the dynamics of reading, whether the child understood more or less this time. It is important to remember that you need to read the text many times a day, but with breaks.

These exercises can and should be done at home every day. There will be no immediate results, but improvements in development will become increasingly evident over time.

Annex 1

“Labyrinth” for exercises on the movement of the oculomotor analyzer without using your hands.

Schulte tables for increasing the speed of movement of the oculomotor analyzer and expanding the field of vision.

Exercise “Rings” to increase the speed of sliding along the line and attention.

3. Exercise “Syllabic tables” with symbols that help to correctly merge letters into a word.

Column reading exercise

A) “Hide and Seek” - The read word is shown for a few seconds, then the entire column is closed, the child reproduces the word from memory; and so on with each word in the column;

B) “Elevator” - The column gradually closes words from top to bottom, which encourages people to quickly read the words before they disappear.

A) Without a whip bash sconce

Carried visa type

All the elm leaves are year old

Div dick for souls

Zhen zgi Zeya is angry

Yoa Yog Yom York

Forehead climbed bream

Fierce between the measures of me

NEP both years

Pan par pass peak

Pusch peer five roar

Ter CHPP Uzhi Ule

B) Boxing board borscht bust

Gong disk Yeysk bison

Louvre backlash clang march

Nerp port post punch

Fact fort pound trunnions

Act acre bars bolt

Coat of arms Gorgon GOST

Probe umbrella court walrus

Empty putsch ring diamond

Fort zinc scarf foundation

Squeak seats sheet anthem

Nedra Berg ping pong

Ruble temp father-in-law Fund

EXERCISES THAT DEVELOP FLEXIBILITY
AND THE SPEED OF READING OUT LOUD AND SILENTLY

Special attention in teaching reading to primary schoolchildren, emphasis should be placed on reading silently, “to oneself” - reading with the eyes, without external speech movements. Practice shows that teachers offering such reading to students do not always teach children to read silently correctly. Meanwhile, reading aloud, which has long been given paramount importance in school, is gradually losing this importance. And this is not surprising, because reading aloud, as a rule, serves primarily the listener, not the reader. It contributes to the development of orthoepic literacy in a child, the formation of skills in perceiving and reproducing the intonation and rhythmic-melodic structure of speech, enriching vocabulary, and therefore improving oral and writing child.

Silent reading enhances the semantic processing of the information being read, as it eliminates the need for oral reproduction of what is read and helps to accelerate the pace of visual perception by approximately two times. In order for a student to study well, quickly and consciously assimilate the text of a mathematical problem, an artistic or scientific text in a textbook, and be able to freely read a book outside of class time, it is necessary to teach him to read silently.

In fact, teaching a primary school student to read silently correctly, consciously and fluently can begin from the first year of study (second half of the year), using reading syllables, words, sentences, short texts, and entertaining material for work. To wean a child from moving his lips during such reading, it is recommended to use exercise “Lips”. When instructed by the teacher to read silently, children press their lips tightly and place the finger of their left hand on them - this reinforces the psychological attitude towards silent reading. The work is carried out from the front until the movement of the lips in most children stops. In the future, the exercise could be done individually with individual students.

If the teacher immediately tries to get the children to quick reading silently, this may cause errors in the assimilation of the content of what is read. To prevent such mistakes, while at the same time working on developing children's attention while reading, offer children tasks of the following type:

1.Read silently. Think about what you wrote can be called words and what cannot. Why?

YUT, KOL, GOD, CAT, KOK, BOK, KOCH, BOB, BOR, BOT, ROY, ROG, KOS, KOB, POP.

Read the task again, saying only the words out loud. The students complete the task again, and the teacher uses a pointer to set the pace of reading for the children (aloud and silently).

2. Read the words with your eyes, saying out loud only the children's names.

Rose, birch, Lelya, earring, cornflower, Fields, Tolya, field, tree, spring, Cornflower, ours, Natasha, Rose, Alena, apple, Yasha, Earring, spinning top, Julia.

3. Read the words silently.
Whale, tiger, goose, catfish, wolf, horse, badger, raccoon, fox, crayfish, bear, grass snake, hedgehog, ruff, bream, tit, sheep, perch, rooster, duck, cow, goat, seal, deer, pike, turkey, snake.

Read the task again silently, saying out loud only the names of the pets.

Read the words silently, name (count) out loud only those who live in the water.

4. Read silently.
Body, cabin, leaves, wheels, steering wheel, seat, beak, torso, leg, wings, headlights, head, neck, twig, tail, trunk, roots, motor, fruits.

How many groups can these words be divided into? Explain.

Find and read aloud only words about the car (trees, birds).

5. Read the task silently, think about who you read about.

Purrs, barks, hisses, squeaks, howls, snorts, croaks, cackles, crows, sings, croaks, growls, quacks, coos, chirps, moos.

Who did you read about?

Read the words out loud again and name each one: purrs (cat), etc.

In the next lesson, the teacher can use a more complex task like: read the text silently, find errors in it and correct them.

"Confused"

Galya read a story to her little brother Vanya about how birds sing. However, Vanya forgot who sings what and got everything mixed up. This is what he did.

The crow cackles, the sparrow sings, the dove cackles, the lark quacks, the cuckoo crows, the crane croaks, the hen chirps, the goose coos, the duck coos.

To develop students' sense making while silently reading, it can be helpful. "Guess" exercise , which can be used in working with students of the first and second years of study.

The exercise can be carried out in various options:

When doing the exercise, keep in mind that students can form several words by changing only the last letter. At the same time, work is being done to develop children's attention while reading.

2. Help the letters meet (find friends).
Read them silently to form words.

3. Exercise “Letters are lost” You can also suggest reading silently:

¶alva, ¶rava, ¶well done, student¶, doro¶a, karanda¶, mortar¶¶ka, store¶¶, yellow¶¶ leaf, cowardly¶¶ behind¶¶.

In the future, children may be offered tasks using connected texts in which individual letters, endings, parts of words or individual parts of the text are obscured. For example:

Seryozha

– Oh, how I love nature! –
Gov+rit Ser+zha. –
+very much I l+blue the sirens+
And rowan+ too!
And I would like++ to ask+
Quiet + Ser+zhi:
– Who broke++ into the garden+ sirens+
And ryab+u too?

Considering that children of the first and second grades perform unusual, entertaining tasks with interest and pleasure, the same exercise for them can be prepared and carried out in a playful way.

"Help Cheburashka"

Like an old woman
Once upon a time there would be Lamki.
The morning will rise early,
Lamki follows him,
I guard the women everywhere.

To develop children’s ability to read silently already in the second grade, children can be offered coherent prose and poetic texts, in which, to develop semantic guesses, individual letters, endings, and entire parts of words are obscured (covered).

Lada

Lada got sick. The guy standing silently next to her nGGa, she turned away. Posed me.
“Lada,” I said, “he’ll eat on Go.”
She pulled up her head and wagged her tail.
I'll stroke her. From the lasGi life began to play in her eye.
“Eat, Lord,” I repeated and moved the saucer closer.
She pulled him to the milk and began to cry.
This means that through my help she gained more strength. Maybe it was these few sips of young people that saved her life?

M. Prishvin

Squirrel

In the non-poseGG proteins, the GG proteins come to the end of the autumnGG - oreGG, shiGGG, and zhelGG. She sits on suGG, fluffyGG tailGGG coveredGGG, conceivedGGG...
Suddenly something smacked under the tree. I look GG whiteGG down, and at the fields GG, from under the canopy leaf GG the morel GG showed GG.
BelGG ears pricked up and quickly to griGG: as if no one gets ahead of GG. Grab the sharp GG morel GG toothGGG and take it to the branch again GGG. He just eats GG, doesn’t rush GG, as if he’s braggingGG: “Look, ladGG, what a gift for meGG weightGG prepareGG!”

A. Barkov

Little Frog

(In this text, the entire lower part is shaded or covered)

A green frog crawled out from under a stone. I looked around and was delighted: mosquitoes were dancing in the air. There will be something to profit from!
She croaked contentedly and hopped towards the lake. I sat on the shore and then plunged into the water. She dived under the snag and came back up again. She stuck her big-eyed head out of the mud, smiled at the sun and muttered, singing with pleasure: “Mosquitoes are good in spring!”

1. Help the word find the last letter, read only with your eyes.

Seryozha

– Oh, how I love nature! –
Gov+rit Ser+zha. –
+very much I l+blue the sirens+
And rowan+ too!
And I would like++ to ask+
Quiet + Ser+zhi:
– Who broke++ into the garden+ sirens+
And ryab+u too?

"Help Cheburashka"

Like an old woman
Once upon a time there would be Lamki.
The morning will rise early,
Go out to the cellar for smtana -
Lamki follows him,
I guard the women everywhere.

Nowadays, more and more often, teachers are faced with students who have reading and writing disorders. Parents ask: “What should I do? I don’t know how to help?”, and the teachers shrug their shoulders: “Learn the rules, read aloud more often!” and sent to a speech therapist or speech pathologist. It’s good if he is at school, but what if he is not? Such problems are most often left to chance: errors in reading and writing develop into omissions of signs and indices when solving problems in mathematics, physics, and chemistry. The student receives bad grades, and a persistent reluctance to learn is formed.

It’s even harder for an adult student who knows about his problems, but doesn’t know what can be done about it, how to fix it. The biggest problems arise with technical terminology and abbreviations.

The article will present three exercise games that can be used to correct reading and writing disorders.

Terms

Dyslexia– a specific disorder of the reading process. It can manifest itself in inability to distinguish the meaning of the text read, in difficulties in mastering and memorizing letters and sounds, replacing letters when reading, changing case endings, etc.

Dysgraphia– a specific violation of the writing process. It can manifest itself in the replacement of sounds that are similar in sound, distortion of words and sentences, use of reverse word order in a sentence, distortion of letters when writing, etc.

Dyslexia and dysgraphia are a large syndrome that includes violations of the prerequisites of intelligence, cognitive immaturity, language impairment, frustration disorders, corresponding behavioral reactions, and finally, written language disorders. (Kornev A.N.)

Since the types of disorders in dyslexia and dysgraphia are similar, they can be corrected together.

According to scientists, without the cooperation of teachers and parents, success in correction is unattainable. Based on his work experience, the author believes that parents need to be informed about all research results and discuss them with them. Parents should know the goals of correction, immediate and long-term, the expected result and the expected timing of correctional work. This is necessary not only for ethical reasons, but also helps to involve parents in the work and develop a sober view of things in them. The main task of parents is to consolidate the skills acquired by the child.

Exercises

Game-Exercise No. 1. Work on memorizing words and terms (their graphic version)

Make up vocabulary words (or terms, for adult listeners) from syllables, circle them in different colors.

Speech material for first graders: alphabet, crow, law, came in, they are calling, textbook, teacher, glue, carpet.

Speech material for cadets and students on terminology (example): analysis, synthesis, verification, safety, accident, gaff, car pump, liquidation, arson.

If possible, use word breakdowns or insert pictures and other visual cues to enhance comprehension.

Game-Exercise No. 2. We work on word order to help the child/adult understand the text.

Option for children.

Adding one word at a time, make sentences based on the picture. Be sure to ensure that your child follows word order.

LENA IS RIDING.

On ________

Us____.

Us ____ ____.

The rules of the game are simple, but you will need some equipment - special cards. In general, there is a real game, it is called Dixit, but not everyone can afford to buy it. Therefore, you can create some of its elements yourself. The bottom line is this: players are dealt six cards. They depict various pictures - almost surrealism.

For example- a rickety anchor in the middle of the desert.

The essence of the exercise game

• What associations come to mind?
• They need to be formulated in one phrase - and voiced by others.
• The main condition: the phrase must be constructed in compliance with the word order. Inversion and illogicality are unacceptable.
• Players select a suitable card from their set according to the description and place it on the table.

The secret is that the description must be multifaceted, and the one whose card is not immediately guessed wins.

• But, the important element is that if no one could identify your card at all, you lose points.
• By the way, the cards themselves, or rather the pictures, can be found and printed from the Internet at home.

Exercise game No. 3.

Option for children.

Sea battle game(borrowed from Bobkina O.G. – secondary speech therapist secondary school No. 5 Tavrichanka village, Nadezhdinsky district, Primorsky Krai). We are working on plane orientation, improving syllabic analysis and synthesis, and forming students’ active and passive vocabulary.

Children are offered a playing field on which ships are depicted with syllables written on them: the teacher/parent names a place on the field, and the children find it and name the syllable written on it.

If the ships are named in a certain sequence, then words can be made from the syllables. To do this, the named syllables are written out and then synthesized.

Speech material:

Teacher/Parent: Students:

E-1, D-7, A-9 TAN, KA, PI = CAPTAIN

E-8, ZH-4 SKY, MOR = MARINE

B-4, K-7 REG, BE = SHORE

K-5, A-7 YAK, MA = MAYAK

Z-5, A-1 PRO, LIV = STRAIT

Zh-7, G-2, Z-3 SLAVE, KO, LI- SHIPS

Zh-10, I-3 ROD, GO-CITY

I-8, D-3 SIR, BUK-TUG

E-5, B-6, BUKH, TA-BAY

G-10, B-2 ROM, PA- FERRY

I-6, D-9 SHTUR, VAL-SHTURVAL

Option for adult learners.

Game “Fireman Crocodile”. We are working on developing observation, attentiveness, and skills to build logical chains.

The rules are very simple. Participants are divided into two teams. The first team thinks of a word and tells it to the opponents' representative. This is the chosen one who must portray the word using pantomime to his team. The person depicting cannot speak, but the members of his team can ask him questions and list the options that appear. The person depicting the word is allowed to nod his head “yes” or “no” - but no more! At this time, the team that guessed the word can simply roll with laughter, seeing the efforts of the opponents, often without results for a long time. If the word is guessed, the teams change roles. Of course, a new player is put up for the image each time.

For those who are just learning the game, you can start with the basics. It will be more difficult with abstractions: for example, the word “many” took a long time to guess. Now imagine for yourself how you can portray “perfection”? If you have more or less figured out the words, you can move on to depicting phrases, then proverbs.

To warm up: sleeve, management, fire, action, document, partner, parade

Collocations: fire tower, property damage, fire brigade, fire sketch.

Sayings and proverbs

1. For a beaten person they give two unbeaten ones
2. Tears of sorrow will not help
3. Sleep on one side - thirty-six hours.
4. If you like to ride, you also like to carry sleds
5. There is safety in numbers
6. Fight fire with fire
7. The word is not a sparrow - it will fly out and you won’t catch it
8. Sleeps like a regimental horse.
9. Whatever you call the boat, that’s how it will float
10. What burns will not rot.
11. The fireman is sleeping - the Motherland is getting richer.
12. No matter how much you feed the wolf, he keeps looking into the forest
13. The eyes are afraid, but the hands do
14. He aimed at the heel and hit him on the nose.
15. If you love to talk, love to listen.

Practical material is given according to the complexity of the tasks: from letters, syllables, to reading sentences and various types texts. The tasks are playful and developmental in nature.

The reasons for learning difficulties at school and university are very diverse, and therefore gaming methods must be strictly differentiated and individualized, that is correspond to the mechanisms of learning and behavioral problems in the institution, identified during a comprehensive neuropsychological examination, as well as gender, age and individual characteristics child's personality.

1. Kornev A.N. Reading and writing disorders in children: Educational and methodological manual– St. Petersburg: MiM, 1997. – 286 p.