How to correct dyslexia. Synopsis of a frontal speech therapy session for the correction of dyslexia (grade 3)

The concept of “dyslexia” is not familiar to the average person, so when faced with it, many parents panic. Even those families who, before the child entered school, were actively involved in his development can hear such a diagnosis. An outwardly completely healthy baby who is able to memorize a huge poem, draw a beautiful picture and perform a gymnastic trick may have this specific ailment. It is important for parents to take steps to correct dyslexia as soon as possible.

Dyslexia and its causes

Dyslexia is a neurological disorder or mental disorder in which some structure of the cerebral cortex blocks the work of the analyzer, resulting in a violation of general learning and the correct perception of numbers, signs and letters. There are several types of pathology: phonemic, agrammatic, optical, mnestic or semantic.

The disorder is detected in the preparatory group of kindergarten or in the first grade of school, when the child is trying to learn to read and write. Until 1887, such children were considered unteachable, but the doctor Rudolf Berlin investigated this problem and noted that children with this disorder may have a high IQ and extraordinary abilities.

Dyslexia is found in 4.7% of children entering school. The disorder is more common in boys, as well as in children who use their left hand for writing and have a right-hemisphere type of thinking.

Congenital factors in the formation of dyslexia

Scientists agree that the disorder is often congenital, due to the following reasons:

Causes of acquired dyslexia

In rare cases, the loss of the skill of correctly perceiving signs, letters and numbers is acquired after birth. The problem may arise due to the improper functioning of a separate part of the brain, provoked by several reasons:

Mechanism of dyslexia

The skill of reading and writing as a psychophysiological process is possible due to the coordinated work of such brain analyzers as visual, speech-auditory and speech-motor. The human brain, in the process of reading, goes through several stages:

1. perceives letters, recognizes them and distinguishes them;
2. relates them to the corresponding sounds;
3. puts sounds into syllables;
4. combines syllables into words and then into sentences;
5. understands and understands what is read.

With dyslexia, there is a violation of the perception mechanism or a complete inability to complete any stage due to partial underdevelopment of mental functions that ensure the normal reading process.

The child cannot reproduce the information he has just read; when reading, he confuses sounds by rearranging them.

Classification: types of dyslexia and accompanying symptoms

Experts identify several types of pathology such as dyslexia. Parents need to know and understand the characteristics of each of them, because they have specific signs that require different diagnostics:

Diagnosis of dyslexia

At an early stage of child development, it is already possible to independently diagnose manifestations (especially phonemic and mnestic forms), indicating a possible predisposition to this pathology. Observant parents should pay attention to the following symptoms that appear at 5-6 years of age in order to contact specialists in time for further testing and correction:

• late start of speaking;
• inattention and reluctance to read aloud independently;
• confusion with the definition of top - bottom, right - left;
• impaired coordination and fine motor skills;
• clumsy way of holding a pen or pencil;
• poor memory and slowly expanding vocabulary;
• replacing words and letters when retelling a cartoon watched and a story heard.

If you notice any symptoms, you need to contact a speech therapist, who will collect a detailed description and conduct testing according to the method of the Soviet doctor A. N. Korneev. The specialist will ask the child to perform several actions: list the days of the week and seasons, copy the proposed gestures (for example, clap, clench a fist, wave), repeat any logical chains, repeat difficult to pronounce words, form the plural form for the proposed noun and adjective .

Additionally, the child should visit an otolaryngologist, an ophthalmologist and a psychoneurologist to identify problems with vision, hearing and level of mental development. Genetic predisposition is identified using analysis of the DCDC2 gene.

Correction methods

Dyslexia is a disease that can be completely cured with timely consultation with specialists (before the age of 10), adequate and careful compliance with all necessary conditions. Each subtype of pathology can be treated with special exercises in accordance with the manifestation of its characteristic symptoms, slowly and difficultly, but there will be improvement in any case.

Modern medicine offers several methods to help solve the problem of dyslexia in a child:

Exercises

It will be easier to cope with the problem if you start treatment, prevention and perform simple gaming techniques at home in advance.

Experts have developed many tasks that help not only cope with the manifestations of the disease, but also develop the thinking of a preschool child:

Forecast and preventive measures

Parents do not need to be afraid and panic when the doctor says that the child has problems, regardless of the type of pathology diagnosed. At the same time, the baby can show extraordinary abilities in music, drawing, biology and other areas of scientific knowledge. He just needs to be helped to overcome difficulties with reading and writing, which, with persistent correction and the use of methods for getting rid of dyslexia, do not interfere with living a happy life.

Attentive parents who are concerned about the success of their child in school and adult life will develop fine and gross motor skills from birth, offer various games to overcome symptoms and mistakes, improve memory, attention and visuospatial function. From early childhood, there is no need to deprive the baby of communication with parents, peers and just people around him. Parents should try to speak correctly at home, excluding dirty words and obscene language.

Children's thinking abilities are negatively affected by too frequent “communication” with electronic gadgets and the computer. It is necessary to limit a preschooler’s time near the monitor to 30 minutes or one hour a day.

Dyslexia is considered one of the common learning problems in children. It is difficult for a child who suffers from dyslexia to learn to write and read, even despite a satisfactory level of intelligence, good hearing and vision. The child does not perceive written information well, his coordination is impaired, and he has problems mastering spelling. Hyperactivity and attention deficit disorder develop.

Research in the field of this disease has demonstrated that in most cases a hereditary tendency has a strong influence. The main causes of dyslexia are brain dysfunction caused by many factors. Thus, during the period of intrauterine life of the fetus, long labor, anemia or heart disease in the mother, early detachment of the placenta, entanglement of the umbilical cord can lead to brain damage, which also leads to ONR and ZPR.

Also, the causes of dyslexia in a child can be toxic damage to the central nervous system due to alcohol or drug intoxication, jaundice in a newborn, etc.

The reasons may be the following: infectious diseases suffered by the mother during pregnancy. There is a possibility of disrupting brain function mechanically through long-term labor, intracranial hemorrhages and fetal expulsion manipulations, which lead to ONR and ZPR.

Even if the above factors were not noticed during pregnancy, there are signs that lead to slow maturation of the cerebral cortex. This can happen due to chronic diseases, infections, neuroinfections. Usually, Dyslexia may be accompanied by cerebral palsy, aphasia, mental retardation, and alalia, OHP.

There are also social factors that influence the development of dyslexia and mental retardation in a child. Among them are bilingualism, deficit of verbal communication, and pedagogical neglect.

Other causes may include GSD (general speech underdevelopment) or mental retardation (mental retardation). OHP represents the unformed sound and semantic side of speech, which is expressed in gross or residual underdevelopment of such processes as lexical, grammatical and phonetic. Children with special needs speech pathology make up 40% of all students, and OHP or mental retardation sooner or later can lead to dyslexia.

Symptoms

You should start with the earliest symptoms. Having noticed the first signs, you should definitely consult a doctor. First of all, this is a restructuring of the order of letters in the process of composing words, modification of the order of numbers, refusal to read aloud and write, difficulties in learning the alphabet, inattention, clumsiness, poor memory, confusion in orientation.

• In preschool age signs may be the following: late development of the speech apparatus, poor memorization of the simplest things, difficulties in learning and pronouncing words. There are also problems in communicating with peers, and confusion appears in the arrangement of letters in words, and mental retardation develops.
• In grades 1–3 Elementary schoolchildren may have problems decoding words. He can reverse words and letters and replace some similar-sounding words with others. With dyslexia, it is difficult to read, memorize facts, new knowledge is slowly acquired, impulsiveness, anxiety, and clumsiness are manifested.
• In middle school Children with this disease find it difficult to read. They refuse to write or read out loud. Handwriting is difficult to read, and there are difficulties pronouncing words and writing them. Learning is slow and difficult. The child has poor memory and has difficulty perceiving body language.
• In high school It is difficult for a child with dyslexia to pronounce words; many errors are revealed during the reading process; it is difficult to read. Problems also manifest themselves in retelling and poor comprehension of information. Symptoms such as slow learning, difficulty adapting to new conditions, and anxiety are noted.
• In adult children with dyslexia there are the following characteristics and symptoms: difficulties in perceiving written and audio information, poor memorization, illegible pronunciation of words. It is difficult to teach such a child to organize and plan his time. He gets confused about the sequence of numbers and words.

Diagnostics

Children with dyslexia undergo an examination, during which reading, hearing, and speech skills are tested. Additionally, a psychological examination is carried out, thanks to which the child’s functional characteristics and learning are determined.

A survey is also carried out to help determine the degree of understanding of the text while reading and listening to speech. Such research can determine which training will be more effective for the child. Thus, passive and active speech is characterized, memory and attention are examined, pronunciation and language are assessed.

A psychological diagnostic method can help identify the emotional aspects that make it difficult for dyslexic patients to read. For this purpose, a family history is collected, including emotional disorders and mental disorders.

Speech card

Speech therapists use a speech map for diagnosis. The speech card is universal and is intended for professional and systematic testing of children's speech development. Using the map, you can study in detail the speech development of each person and, as a result, establish the optimal methods for correcting the pathology.

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Treatment

Treatment of dyslexia, as well as ODD and mental retardation, involves speech therapy correction work. This method is effective and is aimed at correcting and eliminating speech pathologies and non-speech processes. Treatment for dyslexia also depends on the specific type of disorder.

• With optical form the disease requires work on visual-spatial representation;
• With tactile it is necessary to work on studying and understanding patterns;
• With mnestic form needs to develop speech, auditory and visual memory.

Don't neglect to read:

• To treat phonemic view the disease requires adjustments to the pronunciation of sounds and the formation of an idea of ​​the letter composition of words.
• In semantic form it is necessary to teach the patient grammatical language norms and develop syllabic synthesis.
• Treatment ungrammatical type involves carrying out work on creating grammatical systems.

For adults suffering from dyslexia, ODD or mental retardation, other correction methods are used and extended classes are suggested. But in terms of mechanism, they differ little from the classes that are conducted with children.

Exercises

Treatment involves carrying out all kinds of exercises, which will have a positive effect on the mental and mental health of children in the future.

Cross out a letter

The exercise should be done daily. Children must cross out certain letters for five minutes. For example, cross out the vowel letter “A” and circle the consonant “B”. Over time, you can give tasks with paired letters. After 2 months, such exercises will lead to better writing quality, but this is provided that you do them every day.

• Interesting read:

Dictations

The following exercises suggest writing small dictations every day. Texts of 200 characters will not bore children, and at the same time they will make fewer mistakes. In the dictation, errors are not corrected, but are simply marked in the margins with a black or blue pen, but not a red one. Then you need to give the notebook to the baby so that he can find his own mistakes. Such exercises are aimed at helping to get rid of errors in words and sentences.

Articulation training

It is also worth giving exercises to Slow reading with clear articulation and copying. When working with a child, you are obliged to make him feel at least a little success, after a huge number of bad marks in school classes. There is no need to require him to read at speed. The child already experiences enormous stress when reading slowly with an accent and mistakes, but here it is still necessary to read quickly for a while. As a result, neurosis may develop.

In general, exercises may not be voluminous, but high-quality. It is better to write and read less, but while making a minimum of mistakes.

Education

Training sessions with a speech therapist are very important. This way the treatment is faster and more effective. The specialist gives tasks in the form of a game. The child must find a specific letter in a small text or substitute a small written one for a large printed one. He can also cut out letters on paper and read some of their combinations. The process uses a magnetic alphabet to form words. In this way, you can teach your baby to pronounce specific sounds and words.

• Take note:

Training is carried out through numerous repetitions of words, writing a dictation, and a selection of word forms.

How to teach reading

A child who begins to learn to read perceives a letter as a complex graphic detail, which is not so simple in its content. Letters consist of certain components and are located differently in space. During the study of the optical image, the ability to memorize and subsequently reproduce words is manifested. But if a child has difficulty reading, it is worth paying more attention to him and developing a specific treatment and adjustment regimen.

The most important thing is to start correcting speech disorders as early as possible. As a result, you can count on high efficiency regarding the elimination of speech pathologies. In this regard, it is possible to prevent the occurrence of reading disorders.

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And remember, the sooner you diagnose and carry out corrective work, the easier it will be to adapt the little person to society and minimize neuroses and psychological problems.

Inyushina Olga Mikhailovna,
teacher-speech therapist GBOU Lyceum No. 384
Kirovsky district of St. Petersburg

Task No. 1.(expansion of field of view)

Working with the Schulte table. You need to quickly find the numbers from one to twenty-five in the table.

Task No. 2(Development of speech breathing)

Inhale through your nose, and as you exhale pronounce a series of vowels.

AOUOOYIE

OUYEEEAOUI

IOUEAYOOAIUE

IEUOOOOIEUOOIA

Task No. 3(development of speech breathing)

By adding a vowel a, then o between the consonants, read a series of letters.

BTMPVCHFKNSH

SCHTSFBKHNM

Task No. 4(development of visual attention)

Among words similar in spelling, find the word forest

FOREST LION FOREST VILLAGE IF FOREST LION IF FISHING LINE FOREST FOREST VILLAGE FISHING LINE LION FOREST FOREST OF TEARS FOREST FISHING LINE IF FOREST LION FOREST FOREST

Task No. 5(Development of visual attention and sound-letter analysis)

Read the text. Read the first word from right to left, the second - from left to right.

Ilishutop we upmal and ilats in etonmet tell gurd friend ikzaks. From the beginning lazakssar Mishka, motop I, and when I came to Kostya, but began from-yuuk as a long tale of orp sorcerers, orp witches, orp devils and about the cell of the Immortal. AkshiM from Aharts wrapped his head in a blanket and began to tell Kostyuen another fairy tale. And Kostya, the botch to scare the ukshiM, began to knock on the enets and say, why are they knocking.

Task No. 6(Working with phraseological units, developing sound-letter analysis).

Read the phraseological units from right to left and explain their meaning.

tirog hakur in eSV

igon yot s en utatsv

mogurk tedi avolog

Verify base

kotsil yyvoniso as ytajord

yastyuagebzar azalg

uklytub in tzelaz

Task No. 7. (Development of sound-letter analysis and synthesis)

In the highlighted verbs, the consonants are written first, then the vowels. Distribute the vowels between the consonants to form the correct word.

Hare's complaints

Zhvshiev forest. Get up early in the morning. There was a rustle, a rustling sound, coming out of the bush, and falling under the hunter’s feet. Htrshii, lkvshuai, but sooner or later, all the same, troubles will not go away. Dshiyok river and gldshyai, ​​no one was missing on the bank.

Task No. 8(Development of syllabic analysis and synthesis)

Rearrange the syllables in the highlighted verbs.

Hospitable woodpecker

Why do tits kill people? In winter, the woodpecker not only cleanses itself, but also washes the tits. No beak into the dry forest, the herd will get food for itself. Pieces of dry bark are generously sprinkled onto the ground. And in them the tits sense the sleepy bugs.

Task No. 9(Development of visual attention and sound-letter analysis).

Read the highlighted verbs from right to left.

The sun rises to the west, absorbs its joyful rays into the clearing and the quiet reflections of the tijord on the fragrant pine needles.

Task No. 10(Development of language analysis and synthesis)

In these sentences, change the words in places so that the sentences sound correct.

Walk carefully past the car standing by.

They gave Masha some porridge with our semolina.

One color in summer and one color in winter.

My friends came to me for a holiday.

Santa Claus had a beautiful light sleigh.

My favorite tree is white birch.

Strawberries have bloomed in our garden.

We took the train to the station.

It was an icy, steep and long slide.

Task No. 11(Development of verbal and logical thinking)

Find the correct statement.

The sun rose because it was warm.

It became warm because the sun had risen.

It was Katya's birthday because she was given a doll.

Katya was given a doll because it was her birthday.

The rooks arrived because spring had come.

Spring has come because the rooks have arrived.

Task No. 12(Development of visual attention).

Read the text this way: the last word of the sentence becomes the first, the penultimate word becomes the second, etc.

I ran home and Mishka I. grabbed my dump truck from afar, as if it was shining, palms on, close, and even though he was like a fairy tale, he was so green: I couldn’t see enough of him, and I looked, I looked at him, I remained like my own firefly. I felt like I wanted to cry, my nose was pricking a little, and my heart was beating, I heard it, and it wasn’t I who could breathe evenly.

Task No. 13(Work on coordinating nouns and adjectives, developing verbal and logical thinking).

Come up with a noun that matches all the adjectives in the line.

Blue, brown, sad...

Dairy, sick, indigenous...

Ballpoint, ink, pen...

Dessert room, tea room, dining room….

Evil, watchdog, yard...

Spicy, Bulgarian, black….

Sunflower, olive, soy.....

Linden, bee, fragrant….

Task No. 14

Working with a proposal. Say it correctly (avoid repetition of thoughts).

Mom salted the soup with salt.

Old people lived in the village.

There are many small children walking on the playground.

The carpet was covered in dust.

His comrades came running to help the brave man.

I saw this picture with my own eyes.

Feathered birds sang in the forest.

Task No. 15(Development of semantic conjecture)

Read the text, filling in the missing letters.

And from everywhere a hundred... countless... hordes of mice will come running.

They lined up in battle….. order…. right in front of Marie and froze……, as if waiting for someone’s command…. . Suddenly it cracked, lifted….. the floor in the middle of the guest…., splashing the ringing….. amber floorboards. From under the floor with a disgusting…. display hiss…. seven nasty mice... heads in sparkling crowns... which he shook... on a plump... gray body, it was terrible... mouse king. And at the same moment, under the leadership... of your seven-headed leader... the mice... the army began to advance... towards Marie, who pressed her in horror.... to the closet.

Exercises that help prevent and correct dyslexia.

1. Reading pairs of words that differ in one letter:

goats - braids

grass - herbs

wind - evening

ran up - ran up

2. “Find the extra word”

(Quickly read and write words that differ by one letter)

Hat hat hats hat

Table pillar table table

Home home home com

Jackdaw stick stick stick

Paw paw paw linden

Got lost got hit

Teddy bear Teddy bear Bowl Teddy bear

STRAIGHT STRAIGHT STRAIGHT CROVE

3. Reading chains of words close to the graphic appearance:

aloud - deaf - hearing

wind - wind - blizzard

4. Reading chains of related words:

water – aquatic – underwater

forest - forest - forester - undergrowth

5. Reading words in which phonemes paired in hardness and softness perform a semantic separating function:

eats - eats

jackdaw - pebble

corner - coal

6. Reading syllable by syllable and clarifying the meaning of difficult words before reading the entire text.

Once upon a time the elk spilled

Pu-te-six-vo-vat travel

For – seams – ripples they threw

7. Reading words in which the minimum reading units were printed in different fonts:

ROCKED

took off

SPLASHED

SHOUTED

Anticipation

Perhaps you have noticed while reading that many words that you read, you do not finish reading to the end, guessing what kind of word it is based on its content. This technique, used to further comprehend the text, is called anticipation, or anticipation, in another way - a semantic guess.

This is the mental process of orientation towards a foreseeable future. It is based on knowledge of the logic of events and significantly speeds up reading. Most experienced readers use this technique.

At the same time, if a child has not developed the ability to guess the meaning, he will need to read each word to the end each time in order to comprehend the phrase and understand the content of what he read.

Exercises aimed at developing anticipation skills

1. Reading with missing endings.

The kitten Vaska was sitting on the... near the chest of drawers and a lot of... flies. And on the como..., on the very edge, lying... is a hat. And then the cat Vasya... see... that one mu... sat on the hat.... He jumped up and grabbed the hat with his claws... I’ll slip my hat... off the como... Vaska fell off and flew to the floor! And the way... - bang! - and covered it from above.

And Volodya and Vadik were sitting in the room. They colored... the pictures and didn’t see... how the cat Vasya... fell under the hat.... They only heard... something plopped behind them and fell to the floor.

2. Finish the line.

Lo - lo - lo - like on the street... (light)

St - st - st - I broke... (chair)

Mom washed Mila with soap,

Mila didn’t... (like) soap.

3. Entertaining models.

E- (chalk, village, forest)

e - - (food, ate, ate)

e - - - (raccoon, riding, ruffs)

E - - (forests, village, sang)

4. Invisible words

I'm fat and big. WITH - - -

I am where the pain is. I - ah, I - oh! WITH - - -

The grasshoppers are ringing on me. WITH - - -

And I am the end result. AND - - -

(elephant, moan, haystack, result)

5. “Reading backwards” according to words.

What is written is read in such a way that the last word appears first, etc.

6. “Search for semantic absurdities.”

Children are offered a specially prepared text in which, along with ordinary, correct sentences, there are those that contain semantic errors that make the description absurd.

For example: “The children didn’t get wet in the rain because they hid under a telegraph pole.”

7. “Reading the text through the word.”

8. Reading using the “Grid”.

Training in reading texts begins with a grid. It is superimposed horizontally on the readable part of the page and gradually moves down. When you apply a grid over text, some areas of the text overlap.

Students, perceiving the elements of texts visible in the windows, must mentally fill in the sections of the line blocked by membranes, restoring the meaning.

Reading training with a grid lasts no more than 5 minutes and is replaced by reading without a grid for 2-3 minutes.

1. Articulation of vowels, consonants, combinations of vowels and consonants.

These exercises develop the mobility of the speech apparatus.

AOUYIE, AYOUEI, OUAEEY...

(Change the sequence of vowels yourself, make sure your pronunciation is clear).

ssssssssssssssssssss...

S-Z-Z-SH, B-D-P-T, G-Z-K-SH...

Ba - bya bo - byo bu - bye - bya - bi

For - zy zo - ze zu - zy ze - ze zy - zi

Fa - fya fo - fe fu - fyu fy - fi fe - fe

La - la lo - le lu - lyu ly - li le - le

2. Reading tongue twisters.

The secret of a tongue twister is that it contains words that are similar in sound but different in meaning. Sounds and syllables are rhythmically repeated in words.

In the morning, sitting on a hillock,

Magpies learn tongue twisters.

Carrrr! Potatoes, cardboard, carriage, cap.

Carrrr! Cornice, caramel, toddler.

Sanya took the sleigh with him up the hill.

Sanya was driving down the hill, and Sanya was riding a sleigh.

Egor walked through the yard

Repairing a fence with an axe.

3. To develop correct pronunciation and improve reading skills, we use structural syllabic tables.

4. Sometimes reading fluency cannot be developed due to jerky reading.

In this case, you need to work on your reading fluency. To work on smooth reading, the following tables are used:

Improper breathing

To develop breathing and voice control skills, we suggest the following exercises:

"Blow out the candle"

Take a deep breath and exhale all the air at once. Blow out one large candle.

Imagine that there are three candles on your hand. Take a deep breath and exhale in three breaths. Blow out each candle.

Imagine that you have a birthday cake in front of you. There are many small candles on it. Take a deep breath and try to blow out as many small candles as possible, making the maximum number of short exhalations.

"Spray your laundry with water"(at one time, three, five)

Take a deep breath and simulate splashing water on your laundry.

"Holding Your Breath"

Children place strips of paper at lip level, take in more air and begin to exhale slowly so that the strip of paper does not move.

"In the flower shop"

Imagine that you came to a flower shop and smelled the delightful aroma of flowering plants. Take a noisy breath in through your nose and out through your mouth (2-3 times).

"Exhale with a count"

Take a deep breath, and count loudly as you exhale until you run out of air.

Using tongue twisters (in unison):

Like on a hill, on a hill

Cost 33 Egorki (deep breath)

One Yegorka, two Yegorkas... (and so on until you exhale completely).

It should be noted that after just a few classes there is enough air for a larger number of Yegoras.

"Bear Cubs"

Imagine that you are little cubs and ask momma bear for food. Words must be pronounced drawlingly, in a bass voice, clearly pronouncing [m].

Mom, I wish we could

Mom, could we have some milk?

"In the elevator"

Imagine that we are riding in an elevator and announcing the floors. The higher the floor, the higher the voice, and vice versa. We go first from first to ninth, and then down.

Small field of view

Field of view is a section of text that is clearly perceived by the eyes during one fixation.

A small field of view is a big drawback for many readers. Since children have a small field of vision, their eyes make a lot of fixations. It is necessary to expand the field of view so that the eye fixes not 1-3 letters, but a whole word or several words.

Exercises to help expand your field of vision

1. The “Pyramid” exercise is aimed at solving this problem.

Looking at the center at the dot and without moving your eyes horizontally, you must try to simultaneously see two syllables of one word. Go down to the next line, etc. Find the limit line that the child sees without moving his eyes. Start again from the first line, each time moving down one line. If it is difficult for a child, you can read the word syllable by syllable, and then, looking at the point, see this word at once.

Psychologists have convincingly proven that the size of the operational field from which information is collected depends on training. The Schulte digital tables, widely known among psychologists, significantly expand the field of view. But when working with them, the reader’s eyes move spasmodically. And to expand the field of vision, it is necessary to fix the eyes in one center.

By placing a green dot or question mark in the center, you can successfully use the tables in practice. When working with these tables, volitional effort is required. The gaze must be fixed on the green dot in the center of the table. The task is to see the entire table. The adult names the letter, the child must find it without taking his eyes off the center.

Reading the first and last syllables on a line.

Badger Nose (excerpt)

K. Paustovsky

… Che half an hour later the beast stuck out of the grass, wet blacknose , By resembling a pig's snout, his nose sniffed the air for a long time andsting from greedyyou …

"Word Pyramid"

We build a pyramid from the words of the work we are reading.

We read the words at different paces:

Reading “THROSS-SEARK”

Children place their hands on their knees and begin to read the text aloud at the command “Throw”. When the “Notch” command is heard, the children lift their heads from the book, close their eyes and rest for a few seconds, hands on their knees. On the command “Throw”, children must find with their eyes the place where they stopped and continue reading aloud.

Level of attention organization

“Attention is precisely the door through which everything passes,

what only enters a person’s soul from the outside world.”

K. D. Ushinsky

The role of attention in reading is as great as in other types of human activity. Very often the attention of a junior schoolchild is scattered, he cannot concentrate or concentrate.

Properties of attention

Exercise: Find words among the letters and underline them.

About the sun and the pillars

Movies

rpmachine

Exercise: Read a sentence in which all the words are written together. Divide the sentence into words.

TODAYLESS READINGS

WE WILL GET TO KNOW YOU

WORKS

KORNEYIVANOVICHACHUKOVSKY

Exercise: Compare two tables. Write down the letters from the right table in accordance with the sequence of numbers on the left. Explain the meaning of the proverb that you get if you answer correctly.

Fear has big eyes.

Exercise "Grid table"

Stage I Look at the table and find all the black numbers from 1 to 12

Attention span

This exercise is carried out collectively so that the child has someone to compete with.

At the “Attention” signal, show the card (see sample), but no more than 2 seconds. The child must read the material presented and write it down.

As you train, increase the volume of material.

Nonsense words containing from 3 to 9 consonants, for example:

D P V

R B V L

J K P R H

K P T N S D

B M D R K L F

S T P C G V D K

M V P K Sh L H B S

Sentences Containing from 5 to 16 letters, for example:

I am running.

Give me.

Smoke is coming.

The yard is clean.

What to do?

Learning is light.

I'm swimming.

The bird is singing

Concentration of attention

Exercise: Try to rewrite the following lines without errors:

Ammadama Reberge Assamas

Hesklla essanessas

Enalsstade enadslat etaltarrs

Usogkata limmodorra clatimore

Correction tests allow you to determine and develop the volume and concentration of attention

Development of RAM

The development of reading technology is hampered by underdeveloped RAM.

What does it mean?

You can often see this picture. The child reads a sentence consisting of 6-8 words. Having read to the third or fourth word, I forgot the first word. Therefore, he cannot connect all the words together. In this case, it is necessary to work on RAM.

This is done using visual dictations.

Each of the 18 dictations has six sentences. Their peculiarity is this: if the first sentence contains only two words - “The snow is melting” and 8 letters, then the last sentence of the eighteenth set already consists of 46 letters. The length of the sentence increases gradually, one to two letters at a time. The working time for all sets is approximately 2 months.

What is the best way to conduct visual dictations?

Write out six sentences from one of the sets and cover them with a sheet of paper. After one of the offers is highlighted, i.e. the sheet of paper is moved down, the child reads this sentence silently for a certain time (the time is indicated for each sentence) and tries to remember. After time has passed, the sentence is erased and you are asked to write it down in your notebook.

This is followed by exposure, reading, and memorization of the second sentence. After it has been erased, you should write it down again in your student notebooks.

Six sentences usually take between 5 and 8 minutes.

So, on average, one set takes three days. Eighteen sets – 54 days, about two months. In two months you can develop operational memory, but on the condition that visual dictations must be written daily; if you write intermittently, this no longer gives anything.

Examples of sentence sets (Fedorenko's dictations)

1. Potatoes, beets, carrots, and onions are grown in the fields.

2. Every day thousands of people move into new apartments

3. Exercising helps people stay healthy.

4. A group of tourists is walking along an overgrown forest path.

5. The boy went to the window and saw a house under construction behind the grove.

6. Russia lives in peace and friendship with other nations.

Development of RAM

A type of visual dictation is the following exercise:

Sentence on the board: Natasha gave Sveta one wafer.

– Read and remember the sentence.

– Insert the first letters of all words in order into the table.

Using this system of exercises in practice helps to improve reading technique:

– increasevariesthe volume of visual and auditory perceptions, as well as the angle of vision;

– is being producedanticipation skill;

– is being formedstability of attention;

– there are no regressions;

– increaseappearslexicon;

– developvariesarticulatory apparatus.

The development of reading technique affects:

– general development of speech - students use more common sentences, epithets, comparisons in their speech;

– improving the quality of academic performance;

– maintaining high-quality academic performance when moving to the second level.

The presented exercises will help eliminate the causes of difficulties and improve the technical component of the reading process, and therefore will help your schoolchild in learning in general. Get acquainted with the sections gradually, study regularly and with interest, and read with enthusiasm, with the whole family.

Parents of first-graders face many problems in connection with the start of their child's educational activities. This concerns not only the material and time costs of preparing for school, but also often the identification of rather unpleasant deviations in the child’s development, which affect his academic performance. Dyslexia is one of these disorders. What are the characteristics of deviations in younger schoolchildren and can this be corrected with the help of exercises?

What is dyslexia

These talented people are united not only by fame, they are dyslexics

Dyslexia is a kind of malfunction of the brain, which is characterized by the child’s inability to find differences in the graphic images of certain letters, numbers and symbols. This term first appeared in 1887, when ophthalmologist R. Berlin, who observed two young patients, found that they were ahead of their peers in their intellectual abilities, but were incapable of reading and writing. Since that time, research began into the causes of this disorder. At the moment, scientists are not willing to talk about the exact prerequisites for dyslexia, but the most valid hypothesis is that of a genetic predisposition to this disease. Moreover, the disease is transmitted through the male line and, most likely, is associated with deviations in the structureY-chromosomes.

This is interesting. According to modern statistics, about 5-10% of people on earth are dyslexic. Among them are many famous people: for example, scientist Albert Einstein, Tsar Peter I, billionaire Steve Jobs, animator Walt Disney, director Steven Spielberg and actor Tom Cruise.

Symptoms and types

A dyslexic child looks no different from his peers

Attention impairment, a disorder in the perception of sounds and words, or, in a word, dyslexia can be diagnosed only with the beginning of educational activities. Until this moment, the baby is just beginning to recognize letters and sounds, so it is absolutely natural that he has certain difficulties with these concepts. And only by the age of 7-8, teachers and parents can notice persistent signs of dyslexia:

• reading difficulties;
• perception of letters and numbers in mirror image;
• letters “jumping” across the notebook page;
• inability to distinguish letters of similar spelling (“p” and “b”, “n” and “p”);
• difficulty remembering what you read, up to complete misunderstanding of the meaning of a sentence or text;
• rearrangement of letters within one word (“all” and “weight”);
• the child does not finish the words;
• poor memory - inability to remember even a short poem;
• difficulties in distinguishing the concepts of “left” and “right”;
• reluctance to draw and difficulty drawing even short straight lines;
• problems with fine motor skills, when a child does not know how to tie shoelaces, drops a spoon or fork;
• accompanying physiological problems (for example, the baby often knows numbers and letters, but when he needs to count or read, he begins to feel sick and gets a headache).

By the way, some scientists believe that one of the first signs of dyslexia appears in infancy. Namely: those children who did not crawl before walking on their own are more predisposed to speech disorders. But this is not a 100% prerequisite.

There are several types of dyslexia, depending on the manifestation of the disorder:

• phonemic (confusion with words that differ by one letter - saw-linden);
• mechanical (the child reads fluently, but cannot connect the meaning of one word with another, and accordingly is not able to retell what he has read);
• agrammatic (difficulties in coordinating number and gender: “big problem”)
• optical (mixing letters with similar elements);
• mnestic (the baby cannot determine the letter to which this or that sound belongs).

Diagnosis of the disorder

The type of dyslexia can only be determined using special tests.

A speech disorder can only be reliably diagnosed using genetic analysis. To do this, a test is carried out that involves studying the DCDC2 gene - it is responsible for the manifestation of dyslexia. If we talk about diagnosing dyslexia at the symptomatic level, then, of course, parents should be wary of the fact that the child is lagging behind in speech development. In this case, it is necessary to consult with a speech therapist, neurologist and psychologist.

Exercises for correction in younger schoolchildren

Drawing with kids is one of the ways to identify and correct reading and writing disorders

Dyslexia is corrected using special exercises. But drug treatment has completely unproven effectiveness, so it is not prescribed. The main requirement for the treatment of dyslexia is the timely start of work on correcting violations in the development of types of speech activity. The older the child gets, the more difficult the correction becomes. That is why in adolescence it is almost impossible to correct deviations.

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 to correct mistakes in catchphrases known to the child (“In the absence of fish, 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.

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