Dysgraphia in a child, what exercises should be done. What is dysgraphia in a child and how to deal with it. Effective methods for correcting dysgraphia
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When school begins, some students develop a specific speech therapy disorder—dysgraphia. A child with this diagnosis makes several mistakes in every word and writes extremely slowly and sloppily. At the same time, he does not have any special problems intellectually.
How does dysgraphia manifest itself in first-graders and how to cope with this pathological phenomenon? These questions are important, because if all the necessary measures are not taken, the student will gradually turn into an outcast and a loser.
This speech therapy pathology is understood as a local or complete violation of the written function, associated with insufficient formation of the processes and mechanisms that are responsible for the implementation and control of written activity.
Most often, parents learn about difficulties with writing at the elementary level, when targeted teaching of this skill begins. Various errors are found in children's copybooks and notebooks: replacing letters (“z” instead of “s”, “b” instead of “p”), adding extra and omitting necessary letters, spelling words together and incorrectly forming syllables.
Looking at the mistakes of a dysgraphic child, one can conclude that he is illiterate or lazy, but the problems lie much deeper. For example, compare the words “sunny” - “solechnye” and “sunny” - “sunny”. In this example, the difference between dysgraphia (first example) and poor knowledge of the rules of the language is especially noticeable.
In addition, dysgraphic children usually write slowly, illegibly and unevenly, although they make a lot of effort to keep up with their more dexterous classmates. Constant failure, expressed in the teacher’s dissatisfaction and one’s own worries about the teacher’s notes in the notebook, leads to a decrease in self-esteem.
Experts also note that dysgraphia most often goes “hand in hand” with g, a pathological condition in which severe difficulties with reading are diagnosed. All this significantly reduces the quality of learning and the child’s perception of new knowledge.
Types of dysgraphia and main symptoms
There are several types of violations of writing activity.
- Articulatory-acoustic dysgraphia. The child is not able to pronounce sounds correctly, therefore, when pronouncing, he writes letters incorrectly. Therapy for this disorder involves working on producing sounds.
- Acoustic. Errors in writing occur due to problems with phonemic hearing. The child does not differentiate sounds that are similar in sound: d-t, z-s, sh-s, zh-z. All this cannot but affect written work.
- Optical. Due to unformed visual-spatial perception, the child writes letters incorrectly: “mirrors”, does not complete, draws unnecessary details, replaces letters that are similar in graphic characteristics.
- Due to a violation of analysis and synthesis. The child skips or repeats words, syllabic and letter elements, confuses prefixes and conjunctions, writes words together that should be written separately, and vice versa.
- Ungrammatical. The child incorrectly changes words according to cases, numbers and gender. For example, “beautiful cat”, “bright sun”. Such disorders are often observed in children raised in bilingual families.
In particularly difficult situations, a child may have a combination of several types of dysgraphia. In addition, this pathology often occurs against the background of other speech therapy disorders.
Causes of pathology
Where does dysgraphic disorder come from? So far, the exact pathogenetic factor has not been established, and the mechanism of development of the disorder has not been fully studied. Many scientists consider heredity to be the main cause of dysgraphia, when there is a delay in the maturation of specific parts of the brain and the development of mental functions.
Read also: Formation of correct speech in a child: advice to parents
In addition, other pathogenetic factors can lead to disruption of written activity.
- Long-term somatic diseases, which result in functional underdevelopment of the brain, especially those departments responsible for writing and reading.
- Damage to the cerebral cortex, which occurs in various periods of childhood ontogenesis (in utero and newborn) as a result of problems such as:
- oxygen starvation of the fetus;
- asphyxia;
- chronic diseases of the mother;
- trauma during childbirth;
- infectious diseases of the child;
- meningitis.
- Factors of a social and psychological nature, among which are particularly highlighted:
- unclear pronunciation of sounds by the parents themselves;
- bilingualism in the family;
- speech deprivation;
- lack of attention to child development;
- passion for early education methods.
In older children, dysgraphia can be a consequence of serious traumatic brain injuries, brain tumors, or neurosurgical operations.
Correction of the disorder
A child who suffers from a writing disorder needs qualified support from a speech therapist-defectologist. The usual help of a teacher who is trying to instill literacy in a struggling student is not enough.
A course of correctional classes is drawn up after determining the type of dysgraphia and the severity of the speech therapy disorder. The work of a defectologist allows you to:
- eliminate deficiencies in pronunciation of sounds and phonemics;
- increase vocabulary;
- improve the grammatical side of the speech process;
- form coherent speech;
- develop analytical and synthetic capabilities;
- improve phonemic and spatial awareness;
- improve cognitive processes.
The skills that were acquired during correctional work are consolidated with the help of written exercises. In addition to a speech therapist, children need to be shown to a neurologist to determine the presence of various functional and organic brain lesions. If any are detected, the doctor will prescribe appropriate medications, physiotherapeutic procedures, therapeutic exercises and other measures.
Dysgraphia and dyslexia are quite serious diseases. After all, the disorder occurs at the level of the nervous system, which leads to problems not only with speech and writing, but also with communication with other children, academic performance, etc. Therefore, both of these diseases require a very competent approach to treatment.
In no case should a child who has been diagnosed with one of these two diseases be told, or even show by appearance, that he is inferior. After all, self-confidence is the key to success.
Dysgraphia
Dysgraphia translated from Greek means “I don’t write/draw.” Doctors define this disease as the inability to master writing against the background of normally developed intelligence. When a person has dysgraphia, writing according to the phonetic principle is impaired. This manifests itself in a large number of errors that distort the sound.
As a rule, dysgraphia does not come alone. Against its background, there are also disorders of oral speech and problems with other mental functions, depending on which part of the nervous system is immature.
Dysgraphia can be diagnosed using special tests. As a rule, dictations and banal rewriting of texts are offered as such. It is such a study that allows the degree of disorder to be determined as accurately as possible.
A side effect of dysgraphia can be a person’s complete refusal to write. For example, children begin to refuse to go to school, adults switch to physical labor that does not require writing.
Treatment of dysgraphia should be comprehensive, and the success of the intervention directly depends on how closely and productively patients and treating specialists interact with each other. Speech therapists and psychologists treat various types of dysgraphia. Naturally, it is advisable to choose not the first specialists you come across, but rather those who have been working with such patients for a long time. Along with writing correction, you will need to develop memory, improve concentration, etc.
It should be remembered that dysgraphia is not a death sentence. The desire to get rid of it and perseverance help to get rid of such pathology forever and without a trace.
Dyslexia
Dyslexia, translated from the same Greek, means “inability to speak correctly.” This disease is a violation of human sound matching, which is expressed in errors in reading and is acquired due to a disorder or immaturity of the nervous system.
Dyslexia is defined quite simply. A person does not learn letters because... there are no connections in his brain between them and the sounds to which they correspond. There may also be confusion and replacement with sounds that are close from a phonetic point of view, etc. In addition, graphically similar letters are identified by patients with dyslexia.
Most often, dyslexia is expressed in violations of the reading procedure: constantly repeated errors, persistent slips of the tongue. A person may incorrectly use or pronounce prefixes, endings, suffixes, etc.
But despite this, diagnosing dyslexia is quite difficult. To do this, several different tests are carried out aimed at studying the reading order, with parallel comparison with others.
Dyslexia does not resolve on its own, so it must be treated to eliminate a person’s communication problems. Treatment for this pathology is usually complex. It is aimed more at training the cognitive functions involved in the formation of the problem. As an option, sometimes techniques are used to consolidate these functions as compensatory mechanisms.
The rehabilitation program includes voice control skills, vocabulary development and fluency, as well as phonemes. Usually, as rehabilitation programs, a patient with dyslexia is offered reading, writing and discussing the acquired information. Naturally, under the supervision of a doctor. Neurologists, speech therapists and psychologists should be involved in treatment.
During a statistical study conducted by the Psychological and Pedagogical Center “Health” in St. Petersburg in 2000, it turned out that in regular schools about 37% of students suffer from dysgraphia, and in gymnasiums - about 20% of children. Director of Secondary School No. 2009, Moscow D.M. Gessler, in his public report for the 2009/10 school year, stated that dysgraphia was identified in 67% of students. The article will discuss how to identify and what methods can be used to correct dysgraphia in children.
Dysgraphia (from the Greek dis - a prefix meaning disorder, grapho - writing) is a writing disorder accompanied by the replacement of letters, omissions, rearrangements of letters and syllables, merging of words, caused by a violation of the speech system as a whole.
Dysgraphia is expressed in persistent and typical writing errors that the child constantly repeats.
How dysgraphia manifests itself in children: types of disorders and symptoms
Table No. 1. Types of dysgraphia in children
Types of dysgraphia | Features of children with this type of dysgraphia |
Acoustic | Acoustic dysgraphia occurs due to a disorder in the development of phonemic hearing. With this disorder, the child’s auditory differentiation of close acoustic speech sounds is not clear. Impaired writing function due to underdevelopment of phonemic hearing is manifested in the replacement of sounds or letters that are similar articularly and acoustically. With acoustic dysgraphia, various phonemes are mixed: voiced consonants and paired voiceless consonants (b-p), hissing and whistling (z-zh, s-sh), labialized vowels (e-u, o-u), vowels of 1st and 2nd digits (o -ё, a-ya, s-i), sonorant (r-l), affricates (h-c), back-lingual (g-k-x). Mixing of phonemes occurs both among themselves and with any of the components. Acoustic dysgraphia also affects the softness of consonants in written speech. For example: loves - loves, lies - licks. |
Motor | Motor dysgraphia manifests itself in difficulty moving the hand while writing. In addition, the connection between sounds and motor images of words and visual images is disrupted. As a result, writing cramp may occur, in which a change in hand movements occurs, resulting in disturbances in writing. At the same time, the hand retains the ability to perform other actions. If you carry out a comprehensive correction of symptoms, it is possible to get rid of this problem. |
Optical | This type of dysgraphia is caused by unformed visual-spatial functions. The child exhibits incorrect spelling of letters, namely mirror spelling of letters, underwriting of letters, writing of unnecessary elements, mixing and replacing letters that are graphically similar. Most often, there is a mixing of letters that are similar (t-p, i-sh) or letters that consist of the same elements, but are located differently in space (e-s). Mirror writing from left to right can also occur in left-handed people with organic brain damage. Optical dysgraphia is divided into verbal and literal.
Verbal dysgraphia manifested by distortion of letters when writing, mixing and distortion, replacement of letters that are graphically similar. There is also a contextual influence of neighboring letters on letter reproduction. At the same time, the reproduction of isolated letters is preserved. At literal dysgraphia The child has Difficulties arise in reproducing even isolated letters. |
Why does dysgraphia occur in children?
- Heredity. Often, children with dysgraphia inherit from their parents qualitative immaturity of the brain in certain areas, which can manifest itself in delayed development of certain functions.
- When a problem such as dysgraphia occurs, they play a role functional reasons , due to which there is a delay in psycho-speech development, and dyslexia. These include long-term somatic diseases.
- Another cause of dysgraphia may be brain damage or underdevelopment
. Such a disorder could develop in the prenatal, postnatal and natal periods as a result of the following problems:
- pathologies during pregnancy;
- asphyxia;
- infections;
- meningitis;
- severe somatic diseases, as a result of which the child’s nervous system is depleted.
- If speak about socio-psychological factors
, which can provoke the occurrence of dysgraphia, these include:
- incorrect or unclear speech of others;
- bilingualism in the family;
- speech contact deficit;
- inattentive attitude of adults to the child’s speech;
- early literacy training in the absence of psychological preparation of the child.
Methods for diagnosing dysgraphia: examinations with doctors and home tests
If you suspect dysgraphia, you should be examined by an ophthalmologist, neurologist and ENT doctor. A speech therapist will help determine the level of development of speech functions. It is important to find out whether the incorrect spelling of words and letters is dysgraphia or is it simply ignorance of spelling rules.
During the examination of children for dysgraphia, they check:
- Oral speech development . When examining a child for dysgraphia, it is very important to pay attention to the following: their differences, phonemic synthesis and analysis, features of the grammatical structure of speech, and vocabulary.
- Written speech. When oral speech has been fully studied, you can begin to study written speech. The child’s written work is analyzed and studied. The child must complete a task that consists of several stages: rewriting text (printed and handwritten), writing from dictation, describing pictures, reading words by letter and syllable.
- Hearing, vision, central nervous system. To find out the causes of dysgraphia in a child, hearing, vision and the state of the central nervous system are tested.
- The state of manual and speech motor skills, the structure of the articulatory apparatus.
Effective techniques for working with children with dysgraphia
There are several effective methods for correcting dysgaphia in children of primary school age:
- Word scheme. The child is given a picture that shows an object and a diagram of a word. The student must name the object, and then all the sounds of the word in order. After this, each sound must be correlated with a letter and a word must be written.
- Sound-letter recognition. This technique consists of several variations:
- Writing a large number of letters in a notebook.
- Underlining words with a certain sound and writing them in a notebook.
- Search for a specific letter in a word, sentence, text and cross it out.
- Select the desired picture, the name of which contains the sound being practiced.
- Ebbiehaus technique . The child is given words that have already been practiced, but the letters are missing. The child’s task is to insert the missing letters, read it and write it down.
- WITH The relationship of the initial letter with the picture and the word. The child himself chooses words (word) and pictures (picture) for a specific sound assigned to him, which he must indicate with a letter.
- Sound-letter analysis . The child is given a picture. He must name the object depicted on it and write down the word, put an emphasis on it, determine how many syllables there are in this word and name them. Each syllable in a word must be separated by a dash. Afterwards, the child must name all the sounds of the word in order and mark them with the appropriate color. Consonants in a word must be emphasized - a thin sound with one line, a dull sound with a double line. After this, the child must compare the number of letters and sounds in the word.
- Structural method . The student must determine the number of vowels and consonants in the given word. This must be done sequentially. Afterwards, the child draws up a diagram of the word: vowels are indicated by contour circles, consonants are shaded. It’s better to start with monosyllabic words without consonants and gradually complicate the task.
- Error correction. The child is given several misspelled words. Words must be correlated with the sounding model of the word. The child’s task is to find mistakes and correct them, to rewrite the words correctly.
Exercises to eliminate dysgraphia
There are exercises that parents can do at home with their child, in between sessions with a specialist:
- Proofreading . For this exercise you need a large text from which you need to cross out a given letter. The next stage of the task is to underline one letter and cross out the other. The exercise helps develop attention and remember the visual image of the letter.
- Missing letters . In large text, you need to insert the missing letters. The exercise develops confidence in writing skills and attention.
- Labyrinths. The exercise trains gross motor skills of the hand. The child must draw a long line without interruption. It is important to change your hand in a timely manner.
It is also useful to explain to the child the placement of punctuation marks in the text and pronounce the text out loud in accordance with the writing rules. Classes with a speech therapist can be conducted in the form of a game. You can use magnetic letters to create words, write dictations to improve the perception of sounds.
It is worth paying special attention when choosing writing pens and pencils. It is better to give preference to handles with uneven surfaces. When writing with such a pen, the distal tips of the fingers are simultaneously massaged and additional signals are sent to the brain. Pencils and felt-tip pens should have a non-smooth surface, for example triangular in cross-section.
Prevention - how to teach a child to write correctly
- An important condition is to recognize signs of dysgraphia in a child. At the age of 3-4 years, check the auditory differentiation of speech sounds. If you have difficulties, you need to start developing it.
- Often parents start. With the wrong approach to teaching children English or another language, both dysgraphia and dyslexia can develop.
- It is important that everyone in the family pronounces sounds and words correctly. If adults repeat the pronunciation after the child (for example: ball - meat, love - lublu) and change syllables and sounds, this can lead to problems in the formation of correct speech and writing.
Prevention of dysgraphia in children attending mass kindergartens consists, first of all, in timely diagnosis of a predisposition to written speech disorders. Such diagnostics should be carried out no later than the beginning of the child’s admission to the preparatory group. And if a child is identified with any weak links in the totality of prerequisites for the formation of writing, he should receive correctional and developmental assistance from a specialist. (E.A. Loginova “Writing disorders. Features of their manifestation and correction in younger schoolchildren with mental retardation”)
Speech therapist, teacher of the deaf, scientist Paramonova L.G.:
Acoustic dysgraphia, associated with the inability to distinguish certain sounds by ear, can be overcome only after the child masters the auditory differentiation of these sounds. In the same way, optical dysgraphia will not disappear until the child’s visual-spatial representations and visual analysis and synthesis are formed at the proper level. If this was not done in preschool age, then you will have to catch up already at school. In other words, to eliminate any type of dysgraphia, it is necessary to remove the immediate and quite obvious cause that underlies it.
Teacher-defectologist I.S. Pshennikova:
In recent years, the number of children who make many specific errors in writing has been steadily growing. Usually “ridiculous” mistakes are associated with inattention. But the main reason for such errors is the underdevelopment of those brain processes that ensure the complex process of writing. Mastering written speech is a complex mental activity that requires a certain degree of maturity of many mental functions and the interaction of various analyzers: speech-auditory, speech-motor, visual, motor. The immaturity of one of the analyzers can lead to dysgraphia.
Adults, stop wasting your little one's preschool years on elementary school curriculum. At school he will have enough time to learn to write beautifully and competently. Better pay attention to the development of his visual abilities. Educators and scientists have long noticed that a child with a high level of visual and graphic skills has a much greater chance of becoming a successful school student than one who can read but is poor with a pencil. Just 10-15 minutes a day of working with a coloring book - and many school problems will be solved before entering first grade! (co-founder of the RPO “Dyslexic+”, teacher, speech pathologist, speech therapist of preschool, school and medical institutions T. Goguadze)
2. Do not force your child to rewrite homework many times; this will not only harm the child’s health, but also instill in him insecurity, and also increase the number of mistakes.
3. Praise your child for every success achieved, humiliate him as little as possible.
A few words about handwriting.
The handwriting of a dysgraphic person is an expression of all his difficulties. As a rule, in a dysgraphic person two types of handwriting stand out quite sharply: one is small, beady and “beautiful”; the other is huge, clumsy, clumsy, “ugly.” So, in this case there is no need to chase beauty, it will come on its own. As experience shows, clumsy and huge letters are precisely what a child should ultimately come to and work on. This handwriting is his real face, the face of an honest first-grader who wants and can learn (our first-grader, by the way, may be 10 or 16 years old, we are talking about the psychological age of learning to write).
So, DOWN with the beaded chain of letters, LONG LIVE the sweeping handwriting, for the entire line, or maybe one and a half!
HOW TO TEACH
Everything is quite simple here. For some time (usually two to three weeks is enough) in a notebook. A paragraph of text from any work of fiction or an exercise from a SMALL SIZE textbook is copied into the CELL EVERY DAY. The text, which is VERY IMPORTANT, is rewritten in CELLS, ONE LETTER PER CELL, THE LETTER MUST OCCUPY THE WHOLE CELL!
The psychological preparation of the child for classes is also important here. In an unfavorable psychological atmosphere, classes “under the lash”, there may be no results. The volume of text, I emphasize once again, should be small; for a child under ten years old it can be only one line a day, but it should be clearly rewritten. The overall goal is to prevent the slightest disgust, fatigue, or even dissatisfaction with yourself!
There are tricks to choosing stationery for dysgraphics.
Massaging your fingertips is important for proper brain function when writing. This is what I recommend to ALL speech therapists. Therefore, it is good if the place of “grip” of a writing object (pen or pencil) is covered with ribs or pimples.
But it’s even better if the student is comfortable holding this very pen, then the handwriting is more likely to stabilize. And for this, the body must be triangular. Such pens and pencils for dysgraphics with a triple section to support three holding fingers are produced, for example, by the company Staedtler. There are triangular pencils and felt-tip pens from Centropen.
Unfortunately, I have not yet seen both “conveniences” combined: the triangle and the pimples. So buy a bubble pen and a triangular pencil.
I would also like to note that stationery that has some special features will be a source of little pride for the child in front of his classmates, which can at least slightly smooth out school failures.
Girls often like to buy pens with multi-colored, shiny, etc. paste, fortunately they are allowed to write with them (in music lessons, labor lessons, etc.). So let it be better that the value of a pen in a child’s eyes be a beautiful, colored, unusually shaped body than a colored gel that makes it dazzle in the eyes and in the notebook. When buying a pen, check how it writes and whether the ink bleeds through to the other side of the page.
Gel pens are considered the most suitable for dysgraphics (pressure is felt), but in first grade they will most likely be prohibited from using them: they often leak, freeze, and spoil. Therefore, at home, it is useful for even the youngest to play a medieval scribe - to practice writing with a feather and ink (if parents do not know how, then you can ask your grandparents). "Pen" writing forms the correct position of the hand relative to the surface of the paper. At the same time, however, there is a fascinating opportunity to get smeared with ink and smear your notebook, table, nose, knees, etc., so be careful.
SEVERAL EXERCISES,
which will help in overcoming dysgraphia
I would like to warn you that these exercises will not eliminate the problem, but they will help parents in overcoming dysgraphia and will help in working on the defect.
The pairs required for development can be established when viewing any text written by your child. After seeing the correction, ask what letter he wanted to write here. More often than not, everything is clear without explanation.
Attention! It’s better if the text is not read (that’s why the book needs to be boring). All attention must be concentrated on finding the given shape of a letter, one or two, and work only with them.
2) Exercise “Write out loud”.
That is, “Another O-din ch-rez-you-cha-Y-but-important reception” (after all, in fact, we say something like “LOOKING FOR AN EMERGENCY IMPORTANT PREMIERE”). The example is simpler: “ON THE TABLE WAS A JUG WITH MILK” (a jug of malak melted on the steel).
By “weak beats” we mean sounds that, when pronounced in fluent speech, the speaker pays the least attention to. For vowel sounds, this is any unstressed position; for consonants, for example, a position at the end of a word, such as “zu*p”, or before a voiceless consonant, such as “lo*shka”. It is also important to clearly pronounce the end of the word, since for a dysgraphic person it is difficult to complete the word to the end, and often for this reason the habit of “putting sticks” is developed, i.e. add an indefinite number of squiggle sticks to the end of a word, which at a quick glance can be mistaken for letters. But the number of these squiggles and their quality do not correspond to the letters at the end of the word. It is important to determine whether your child has developed this habit. However, regardless of whether it exists or not, we get used to consistency and gradual pronunciation, we pronounce every word we write down!
Material for work - collections of dictations (with commas already added, and check that there are no typos).
Assignment: carefully reading, “photographing” the text, explain the placement of each punctuation mark out loud. It is better (for middle and older age) if the explanation sounds like this: “The comma between the adjective “clear” and the conjunction “and”, firstly, closes the adverbial phrase “...”, and secondly, separates the two parts of the compound sentences (grammatical bases: the first "...", the second "..."), connected by the conjunction "and"".
4) "Missing letters".
When performing this exercise, it is suggested to use the hint text, where all the missing letters are in their places. The exercise develops attention and confidence in writing skills.
For example:
Of course, no matter what, what Lariosik __to the hall is going to eat. In no one __l__ch__e n__ m__f__t b__t__ n__ st__ro__e Petliura in__el__ig__n__n__y ch__l__ve__ in__ob__e, but d__en__lm__n, p__d__i__av__iy cheerful on s__m__es__t p__t you__ya__ and p__sy__a__shchi__ __el__g__a__we in __is __es__t tr__ s__ov__, in ch__st__o__ti... M__shi__nym small__lo__ and k__ro__i__om on__lu__sh__m about__az__m b__li s__aza__s and nay-tours Colt and Al__shin bra__ing. Lariosik, p__d__b__o Nikolka, z__su__il __uk__v__ and p__m__ga__ __maz__va__y and __kl__dy__at__ all__ in d__in__u__ and __y__o__uyu tough__uyu k__rob__u __z-__od ka__am__l__. __ab__ta __y__a sp__shn__y, ib__o__om p__ry__och__om chlo__e__u, u__a__your__avsh__mu in rev__i__, o__li__but and__v__st__o, __t__ o__y__ki pr__ __s__h vl__st__h __ro__sho__yat from __vu__ cha__ov t__i__t__ti __in__t __o__and until __an hour__on Friday__and m__nu__ ut__a z__mo__ and from __day__and th__so__ but__and to __four__h __tra le__o__. V__e __e ra__ot__ z_-d__rzh__la__y, bl__go__a_-ya Lariosik, who__to__y__, zako__ya__y with __with__ro__st__om activity p__sto__eta with__s__em__ Colt, involved in __y__ku __battle__u not t__m __end__m and, __t __b__ in__ta__it__ e__, __he__do__il__s signif__chi__ate__but__ us__l__e and __or__do__but__ k__li__e__t__o m__sl__. Kr__m__ to__o, pr__izolo in__or__e and n__zhi__a__no__ pr__pya__st__i__: k__ro__k__ with v__o__en__m__ in n__e re__ol__we__am__, p__go__a__i Nikolki and Al__ks__ya, she__ro__om and __ar__o__ko__ __a__le__n__ka A__ek__e__, k__r__b__a , in __lo__e__na__ in__u__r__ __lo__m par__fi__ov__y __um__gi and s__a__zh__ p__ in__e__ __v__m __bl__p__e__na__ li__kim__ __olo__am__ __le__t__i__e__ko__ __z__lya__i, n__ __ro__es__a in f__rto__k__.
5) Labyrinths.
Labyrinths are good for developing gross motor skills (movements of the hand and forearm), attention, and continuous line. Make sure your child changes the position of his hand, not the sheet of paper.
You can find a variety of labyrinths.
Dictations must be written! Only in a special way.
- Extremely slow!
At the initial stage of eliminating dysgraphia, a dysgraphic applicant should spend at least an hour writing a dictation of 150 words. Why so long? This can be seen from the following points. - The text is read in its entirety. You can ask what spelling/punctuation this text is based on. Your ward is unlikely to answer, since he has already decided that this is “not for him,” so remember and lightly point out them yourself, find out whether the concepts of “unstressed vowels” and “participial/adverbial phrase” are known.
Then the first sentence is dictated. Ask the student to name the number of commas in it and try to explain them. Do not insist, suggest, encourage the attempt to give the correct answer. Ask them to spell one or two difficult (or simply long) words. Only then (after reading it twice, or even three or four times).
Teaching children to write without mistakes
1) Exercise "Proofreading".
For this exercise you need a book, boring and with a fairly large (not small) font. The student works every day for five (no more) minutes on the following task: crosses out the given letters in a continuous text. You need to start with one letter, for example, "a". Then “o”, then the consonants with which there are problems, first they also need to be asked one at a time. After 5-6 days of such classes, we switch to two letters, one is crossed out, the other is underlined or circled. The letters should be “paired”, “similar” in the student’s mind. For example, as practice shows, most often difficulties arise with the pairs “p/t”, “p/r”, “m/l” (similarity in spelling); “y/d”, “y/y”, “d/b” (in the latter case the child forgets whether the tail of the circle is pointing up or down), etc.
Attention! It’s better if the text is not read (that’s why the book needs to be boring). All attention must be concentrated on finding the given shape of a letter, one or two, and work only with them.
2) Exercise “Write out loud”.
An extremely important and irreplaceable technique: everything that is written is spoken out loud by the writer at the time of writing and the way it is written, with underlining and highlighting weak parts.
That is, “Another O-din ch-rez-you-cha-Y-but-important reception” (after all, in fact, we say something like “LOOKING FOR AN EMERGENCY IMPORTANT PREMIERE”). The example is simpler: “ON THE TABLE WAS A JUG WITH MILK” (a jug of malak melted on the steel).
By “weak beats” we mean sounds that, when pronounced in fluent speech, the speaker pays the least attention to. For vowel sounds, this is any unstressed position; for consonants, for example, a position at the end of a word, such as “zu*p”, or before a voiceless consonant, such as “lo*shka”. It is also important to clearly pronounce the end of the word, since for a dysgraphic person it is difficult to complete the word to the end, and often for this reason the habit of “putting sticks” is developed, i.e. add an indefinite number of squiggle sticks to the end of a word, which at a quick glance can be mistaken for letters. But the number of these squiggles and their quality do not correspond to the letters at the end of the word. It is important to determine whether your child has developed this habit. However, regardless of whether it exists or not, we get used to consistency and gradual pronunciation, we pronounce every word we write down!
3) “Take a closer look and figure it out” (punctuation for dysgraphics and not only).
Material for work - collections of dictations (with commas already added, and check that there are no typos).
Assignment: carefully reading, “photographing” the text, explain the placement of each punctuation mark out loud. It is better (for middle and older age) if the explanation sounds like this: “The comma between the adjective “clear” and the conjunction “and”, firstly, closes the adverbial phrase “...”, and secondly, separates the two parts of the compound sentences (grammatical bases: the first "...", the second "..."), connected by the conjunction "and"".
4) "Missing letters".
When performing this exercise, it is suggested to use the hint text, where all the missing letters are in their places. The exercise develops attention and confidence in writing skills.
For example:
Of course, no matter what, what Lariosik __to the hall is going to eat. In no one __l__ch__e n__ m__f__t b__t__ n__ st__ro__e Petliura in__el__ig__n__n__y ch__l__ve__ in__ob__e, but d__en__lm__n, p__d__i__av__iy cheerful on s__m__es__t p__t you__ya__ and p__sy__a__shchi__ __el__g__a__we in __is __es__t tr__ s__ov__, in ch__st__o__ti... M__shi__nym small__lo__ and k__ro__i__om on__lu__sh__m about__az__m b__li s__aza__s and nay-tours Colt and Al__shin bra__ing.
5) Labyrinths.
Labyrinths are good for developing gross motor skills (movements of the hand and forearm), attention, and continuous line. Make sure your child changes the position of his hand, not the sheet of paper.
Dictations must be written!
- Extremely slow!
- The text is read in its entirety. You can ask what spelling/punctuation this text is based on. Most likely the child will refuse, will not be able to do this, so remember and lightly point out them yourself, find out whether the concepts of “unstressed vowels” and “participial/adverbial phrase” are known.
Then the first sentence is dictated. Ask your child to name the number of commas in it and try to explain them. Do not insist, suggest, encourage the attempt to give the correct answer. Ask them to spell one or two difficult (or simply long) words. Only then (after reading it twice, or even three or four times). - The sentence is dictated in parts and written down with all the pronunciation features and punctuation marks spoken out loud.
Center for Natural Development and Child Health
Dysgraphia is a disease that parents very often find out about when they send their child to school. The disease is expressed in the inability to master written speech.
First of all, this situation is due to unformed mental functions. Dysgraphia in children manifests itself in the presence of constant, persistent, day-to-day errors when writing. A child may know spelling rules perfectly well, but the number of mistakes does not decrease when he performs written exercises. Experts excite the public with statistics that dysgraphia, to one degree or another, occurs in every third schoolchild. Parents tend to blame the problem on new educational programs, which, in their opinion, overload the child's brain. This opinion is not true. It is also wrong to think that the disease is a sign of mental retardation. Everything is simpler. And at the same time, it is more difficult - just like in life.
What factors contribute to the appearance of childhood dysgraphia?
There are many reasons for the disease. Let's highlight the main ones:
- a preschool child is raised in a bilingual or multilingual family;
- from early childhood, the child experiences a constant lack of communication, against the backdrop of a lack of constant verbal contact;
- the development of children occurs against the background of constant incorrect speech of the people who surround them;
- adults have a habit of speaking to the baby, pronouncing most words unclearly;
- Parents make the mistake of trying to teach their child to read and write when he is not mentally and, most importantly, psychologically ready for this activity.
The disease often appears in children if they have experienced serious birth trauma, asphyxia, for example, during childbirth, or have suffered encephalitis.
What are the criteria for determining dysgraphia?
There is no early diagnosis of the disease. Until you start teaching your child to write, you won’t be able to identify dysgraphia. Various tests and testing exercises in the early stages will not give much. The problem manifests itself most often in 1st-2nd grade. Here are the signs by which you can determine your susceptibility to the disease:
- The baby records his speech with constant phonetic mistakes. Instead of “b” he constantly writes “p”, and “d” always turns into “t”;
- syllables are formed incorrectly;
- There are always extra letters in words;
- necessary words are regularly missed;
- words are written together;
- the child's handwriting is uneven and illegible;
- the schoolboy tries, puffs, but still writes extremely slowly;
- the baby is silent, and if he speaks, then, fearing mistakes, he does it briefly and monosyllabically;
- “dysgraphic”, realizing that he is not like everyone else, tries to avoid communicating with children of his age.
The disease is one, but its types are different
Having learned what the signs of dysgraphia are, it’s time to consider its types. Let's consider 5 types, among the main ones:
- articular-acoustic . This is when the child’s process of correct pronunciation of sounds is disrupted. Naturally, he begins to write words incorrectly. It turns out that he is trying to convey his pronunciation in a letter: “What I hear is what I write.” It is clear that the correction of dysgraphia of this form will consist in the fact that the doctor will select special exercises to correct sound pronunciation;
- acoustic . A school-age child tries to replace the correct letters with those that sound similar - Zh-Sh, V-F, Sh-S. It is interesting that the child’s pronunciation of words will be correct, but he will write them down incorrectly;
- ungrammatical . Dysgraphia is caused by the fact that the grammatical structure of speech itself is underdeveloped. Children make constant mistakes, not paying attention to the fact that there are grammatical rules. In this case, diagnosis of the form is possible only for those who go to 3rd grade. The disease does not manifest itself earlier;
- optic . The child has impaired spatial and visual analysis. He is unable to grasp the differences between all these sticks and hooks that make up the letters. With this type of dysgraphia, no matter how much a student tries to correctly copy exercises from a textbook, nothing comes of it;
- motor . The harmony between the movement of the hand and the visual image of the sound is disturbed.
There are also types of dysgraphia, but they are rare in practice.
Eliminating dysgraphia with exercises
Of course, a child suffering from dysgraphia must be shown to a specialist. We need a correct diagnosis of the disease, which will allow us to select the necessary exercises. Parents can also help their baby by providing additional activities. Here are some exercises for such activities:
- correct the text . We take the text and place extra letters in it. The child must find them and cross them out;
- insert the missing letter . Prepare a text with missing letters in words. At first it may be just a few words. Then the text can be enlarged when the child’s skill in finding missing letters is well developed. This game is an excellent prevention of dysgraphia;
- labyrinth . The goal of this exercise is to learn to draw a line of sufficient length without lifting the pen from the paper. Great for training gross motor skills in children of all ages;
- let's write a dictation . Start dictating a text consisting of the simplest words. Gradually make the task more difficult. It is important to work systematically and regularly. Then the child’s correct writing skills will constantly improve;
- let's play letters . Preparing magnetic letters. We make up their words. Then you can write these words down in your notebook.
How parents can help children with dysgraphia
From the very birth of your child, try to monitor how you communicate with him. Your speech should be clear and precise. and ask him to retell them. Don’t get tired of correcting your child when he distorts words. This is all good prevention of dysgraphia.
When diagnostics show that your child is sick, do not rush to cure him quickly. Be patient. For some children, a few months of hard work with a speech therapist is enough, while for others it may take years. Carefully study the types of disease. Determine which one you have and begin to act purposefully.
A visit to a speech therapist is required. The disease can be advanced and then correcting it will become incredibly difficult. It will be great if, together with a speech therapist, you involve a psychoneurologist in the work. He will give practical recommendations on stimulating attention and memory. If necessary, he will select the necessary medications.
Never scold your child for mistakes, even try not to joke or be ironic. It is advisable to establish a completely favored regime in the family. Get your student into a serious mood. The fight against a disease such as dysgraphia is, first of all, work. Painstaking and difficult.
Create an atmosphere of success. A child cannot be successful in school. Dysgraphia destroys his joy in learning. The formula is simple: any failure is experienced, but is not a disaster; any success, even small, is encouraged and becomes a subject of general joy.
Talk to the teacher. You must be allies. Ask not to check your reading speed with your dysgraphic person. Some teachers, at the instigation of the school administration, do this regularly. A very questionable test for children suffering from dysgraphia. It won't reveal anything new to you. And the procedure for carrying it out can hurt the baby. Let us remind you that the student is called according to the list to the class and there, with the stopwatch on, he tries to speak (read) the maximum number of words of the text that the teacher has chosen in 60 seconds. This, of course, is not the Unified State Exam, but the situation is still the same. Especially when the head teacher or even the director comes to the reading technique. There is one more nuance in this test. If your student is first on the list, then he will read the text only to the teacher. And if he is in the middle of the list, then those who have already “served” their number will sit in class and listen. This is a reason for ridicule from classmates in the future. For some children, such tests end not just in moral humiliation, but in real neurosis.