In order for a child to firmly grasp the letters, he must go through the following stages of learning them.
The main direction: from sound to letter (an association is established between the auditory-pronunciation image of the sound and the visual image of the letter). Following the ontogenetic principle of learning, they “go” from a holistic image of a letter to a dissected one (from synthesis to analysis), from large units to small ones (first they study capital letters, then lowercase ones).
We must tell about the vowel [I], we can even show it. After all, it consists of [Y] and [A], look and remember, friends!
The boys clasped their palms tightly and made the letter Z!
Isolating the studied sound from words.
The sound being studied should be in a strong position, that is, at the beginning of a word in a stressed syllable (preferably without a cluster of consonants).
Naming the letter.
Children become familiar with the fact that sound can be represented graphically, that is, by a letter. In this case, the letters are necessarily called hard sounds, for example, the sound [s] is denoted by the letter S, and not ES or SE.
Introducing the printed letter. Letter demonstration.
The letter is offered, written in a simple medium-sized font in black and white. At the initial stages of learning letters, it is advisable to use the black and white version so that the child is not distracted by color. Later, when the letter is mastered, letters of any color can be used for reading.
Selection of a visual image for a letter (child’s version).
Children compare the letter with real objects, figures, numbers, animals, people, etc. Children have initiative.
It is important that the child independently imagine the image of the letter. Moreover, each child will have his own visual image.
Comparison of a printed letter with a graphic image (teacher's option).
Thanks to the graphic image, children more easily remember the characteristic features of the letter. It is important that the teacher offers a variant of the graphic image after the child has presented his own.
It is desirable that in the name of the graphic image proposed by the teacher, the sound designated by this letter is in a strong position. For example, the letter O looks like a hoop, and the letter U looks like ears.
We played with laces, used them to lace up the letters, which meant we remembered them better.
Our letters got sick just like that! Diana, like a doctor, will always treat them. She can quickly recognize the letter and fill in the missing element.
A poetic description of the graphic image of the letter is offered.
For example:
Oh, like a hoop. If I want, I’ll give you a ride along the way!
I'm not afraid of the letter G, G is not an evil goose, but a kind goose.
These verses give a holistic description of the visual image. You can offer children these lines to memorize.
Letter analysis.
Children determine the following:
- what elements does the letter consist of?
- how many elements does a letter consist of?
- how these elements are located in space.
Design and reconstruction of letters.
Operations are carried out in printed (later handwritten) letters.
Equipment: sticks (counting), matches, strips of paper, rope or lace, letter elements cut out of paper, construction elements.
Laying out letters from sticks, matches, etc.
Children become familiar with the fact that all letters consist of parts (elements); By combining these parts you can make letters.
Introducing the three-dimensional version of the letter.
For example, a letter is made of polystyrene foam. When feeling a letter, stereognosis operations develop.
Development of tactile perception of letters.
Children use their finger to trace the contours of a letter made, for example, from sandpaper (velvet).
Lesha builds a letter from fragments. The letter “E” is similar to the letter “E” only with a dot on top of it. You can name three words starting with “Y”: hedgehog and ruff, and everything is terribly sharp, like fragments and hedgehog and ruff and Christmas tree.
To better remember letters and quickly learn to read well, we can write them on our palms and even draw them on our faces with our fingers.
Consolidation (automation) of the letter image.
The following techniques are used:
- cutting out letters with scissors;
- modeling letters from plasticine;
- laying out letters from geometric shapes, mosaics, seeds, etc.
Getting to know the trajectory of movements when writing
letters.
- tracing the letter with your finger on a smooth surface;
- tracing the letter using a stencil;
- tracing the letter along the contour;
- writing a letter in the air;
- writing a letter with a wet finger on a board, on glass, on sand, etc.
- writing letters on the palm, on the back (dermolexia).
Automation of sound-letter connections.
Didactic games offered:
-pantomime “Living Letter” (children depict a letter with their whole body);
- draw the letter with your fingers;
- finding a letter according to the model: “Find the same letter as I show!”;
- finding a letter without relying on a sample: “Find the letter I will name!”;
- naming the letter: “What letter is this? Name it!”;
- determination of the letter written on the back, palm: “What letter did I write?”;
- finding letters among other characters (letters of another alphabet, notes, mathematical signs, numbers, etc.);
- recognition of letters written in different fonts (including decorative ones);
- finding letters in various plot images;
- recognition of the letter depicted by the dotted line;
- recognition of letters located differently in space;
- recognition of letters hidden inside images of objects;
- recognition of letters superimposed on each other (7 years - from 2
and up to a maximum of 7-9 letters);
- recognition of letters written in noisy conditions, etc. - recognition of an unfinished letter;
- recognition of correctly and incorrectly written letters.
Independent writing of letters.
How can we learn to read faster?! To do this, we can even play with letters. We can stroke them, touch them and even knead them just to remember them better!
1.Formation of letter gnosis
2.Development of visual memory
3.Formation of spatial perception, spatial representations, visual-spatial analysis and synthesis
With optical dyslexia and dysgraphia, mentally retarded children experience disturbances in visual perception, inaccurate ideas about shape, size, color, underdevelopment of visual memory, spatial perception and ideas, difficulties in optical and optical-spatial analysis, and undifferentiated optical images of letters.
In this regard, when eliminating such reading and writing disorders, work is carried out in the following directions:
A) development of visual perception and recognition (visual gnosis), including letter gnosis;
b) clarification and expansion of the volume of visual memory;
c) the formation of spatial perception and ideas;
d) development of visual analysis and synthesis;
e) formation of verbal designations of visual-spatial relations;
f) differentiation of mixed letters in isolation, in syllables, words, sentences, texts.
Development of visual perception and recognition (visual gnosis). In order to develop visual gnosis, the following tasks are offered:
1. Name objects based on their contours:
2. Name the unfinished objects:
3. Name the crossed out images:
4. Select subject images superimposed on each other:
5. Determine what the artist drew incorrectly:
6. Distribute objects by size (taking into account actual sizes):
7. Distribute images of objects according to their real size.
Images of objects that are identical in size but actually differ in size are offered.
8. Selection of pictures for a specific color background.
Children are offered backgrounds (“lawns”) of different colors: red, green, yellow, blue, as well as pictures depicting objects of different colors: watermelon, cucumber, leaf; chicken, turnips, melon; poppy, tomato, strawberry; plum, cornflower, blue ribbon.
The task is given to put the picture on your “lawn”.
9. Game "Geometric Lotto".
Children have big cards. Each card has a geometric shape: circle, square, rectangle, oval, triangle. In addition, there are pictures depicting various objects. The speech therapist shows a drawn object. Children determine what this object looks like (circle, oval, triangle, square). The image of the item is placed on a card with a similar geometric figure.
You can offer the following subject pictures: plate, watermelon, ball, ball; egg, melon, cucumber; roof of a house, triangular leaf, road sign; scarf, tablecloth, chessboard; car body, painting, book.
10. Selection of identical strips. Children are offered multi-colored stripes, consisting of two parts (with a white stripe at the bottom). For example:
The speech therapist shows one of the stripes. Children find a similar strip.
11. Determination of the right and left parts of multi-colored stripes (see No. 10). The following types of tasks are offered:
a) Show the strip with blue on the right.
b) Name the color of the right side of this strip.
c) Find a strip where the color is blue on the left and red on the right. Etc.
12. Selection of paired cards with geometric shapes. Cards with three geometric shapes are offered. For example:
Each child is given a series of three cards.
The shapes can be painted in different colors: red triangle, blue square, green circle, yellow oval, etc.
The speech therapist shows one of the cards. The children are given the task of showing the steam room (exactly the same).
13. Finding a figure among others. For example,
14. Drawing images consisting of figures and arrows (see No. 13).
15. Drawing a series of semicircles and lines (according to S. Borel-Mesoni).
16. Drawing series based on representation (see No. 15).
17. Recognition of one of the series among similar images (see No. 15).
18. Find a given figure among two images, one of which is identical to the one presented, the second is its mirror image.
19. Finishing the unfinished contours of circles and triangles.
20. Completion of drawing symmetrical images.
21. Compiling pictures cut into parts (into 2, 3,
22. Game "Opening windows in the house."
Children are offered a model of a house in which windows can be opened. The house has 4 windows: two on top, two on bottom. Children are asked to open the upper right window, the lower left window, the upper left window, close the lower right window, etc.
23. Adding to the picture. It is proposed to draw a house, to the right and above the house is the sun, to the left of the house is a fence, to the bottom right is to draw a lake, to the right of the fence are flowers.
24. Performing Raven tests. Children are offered Raven matrices with cut out parts and several inserts (children's version). Children are asked to find the correct insert.
25. Construction of figures from matches and sticks (see No. 18).
26. Construction from Koos cubes. Each cube is divided diagonally and painted in a different color. It is proposed to create various patterns.
27. Analysis of ridiculous pictures. Children are asked to look at the pictures and determine what is drawn incorrectly on them. Sample pictures:
Formation of prerequisites for optically literate reading and writing in children with speech pathology
Vanifatieva N.V. – teacher-speech therapist of MDOU d/s No. 36 “Yakorek”
Sokolova L.A. – Head of MDOU d/s No. 36 “Yakorek”
Slobodenyuk E.V. – deputy manager according to VMR MDOU d/s No. 36 “Yakorek”
Among the variety of written language disorders, the most common are optical dyslexia and dysgraphia. These disorders may be the result of the action of various harmful factors in the pre- and postnatal period of development of the fetus and child, which can lead to a delay in the formation of certain functional systems involved in the processes of reading and writing.
One of the most common causes of optical pathology of written speech is a hereditary predisposition, as a result of which the child, according to L.S. Tsvetkova, inherits the qualitative immaturity of cells in the parieto-temporo-occipital and premotor-frontal regions of the cerebral cortex. Difficulties in developing the lateralization process can also cause the occurrence of optical dyslexia and dysgraphia. A laterality that is not formed in time, as well as a cross-formed one, reveals that the dominant role of one of the cerebral hemispheres has not been established, therefore, the leading hand is not clearly defined, which leads to a disruption in the analysis of space. As a result, children do not master the system of abstract spatial designations (right, left, right, left, etc.), get confused in the symmetrical sides of space, and do not completely master spatial concepts. As a result, spatial perception, orientation and ideas are insufficiently formed.
A.N. Kornev (1997), R.I. Lalaeva (1999), I.N. Sadovnikova (1995), M.E. Khvattsev (1996) and others, among the mechanisms of optical disorders of written speech, highlight underdevelopment of visual gnosis, analysis and synthesis, optical-spatial perception and representations, visual-motor coordination, insufficient development of visual attention and memory.
In children with speech impairment, defective speech activity affects the formation of such mental processes as perception, attention, and memory. The lack of development of the basic prerequisites for optically literate reading and writing in children with speech disorders can be identified even in preschool age, and corrective and preventive work will prevent the development of these disorders or sharply reduce their severity.
It is possible to assume the occurrence of optical difficulties in reading and writing in preschoolers with speech impairment based on the following characteristic difficulties:
1 – a longer process of the child’s assimilation of the color and shape of objects;
2 – difficulties in differentiating tint colors and their verbal designation;
3 – difficulties in perceiving and recognizing silhouette images of objects, as well as differentiating objects by external similarity;
4 – difficulties in recognizing contour images of objects superimposed on each other;
5 – has difficulty finding all the differences in the images of objects;
6 – they do not always recognize and recall previously seen images of objects or plot pictures;
7 – delay in the development of orientation in one’s own body;
8 – difficulties in arranging objects in space, according to an image and according to verbal instructions;
9 – difficulties in determining the spatial position of parts of objects and images;
6 – when reading, replacing sounds depicting graphically similar letters.
When typing letters in class or on their own, children may not complete elements, depict letters in a mirror image, or miss a letter if they do not select a graphic symbol for it.
Based on the listed mechanisms of optically literate written speech, it is possible to determine the directions of correctional and preventive work.
It is advisable to divide correctional and preventive work into two periods. During the preparatory period, the basic prerequisites underlying optically literate reading and writing are formed. During this period, the leading role is given to the teacher. In his classes, the teacher conducts exercises for the development of visual gnosis, visual-motor memory and coordination, spatial concepts, and finely coordinated hand movements. During the main period, during speech therapy classes on literacy, work is carried out on automation and differentiation of graphically similar letters of the printed font. Consolidation of these skills is carried out by the teacher and parents. The teacher consolidates these skills in subgroup and individual lessons with children, and parents refine these skills at home with their children using the speech therapist’s home notebooks.
Contents of the main directions of speech therapy work on the prevention of optical dyslexia and dysgraphia in preschool children with speech pathology:
Preparatory period
1. Formation of visual gnosis (perception and recognition) based on the material of objects. Visual materials on lexical topics were compiled. For each topic, the images were systematized in the following order:
Color image of objects;
Silhouette image;
Outline image;
Dotted image;
Unfinished image;
Overlaid images on top of each other.
These magazines can be used in teacher classes on speech development, speech therapy classes and individual ones.
2. Development of the ability to concentrate and switch visual attention.
3. Development of visual and visual-motor memory.
4. Formation of spatial perception, visual-spatial analysis and synthesis, spatial representations.
5. Formation of temporary orientations and ideas.
6. Development of hand-eye coordination.
7. Development of finely coordinated hand movements.
Main period
Target: to form a generalized image of a letter in children and automate this skill using various graphic materials.
Stages of work:
1. Development of letter gnosis, analysis and synthesis.
2. Automation of mixed letters.
3. Differentiation of mixed letters.
Areas of work:
1. Formation of the skill of finding letters among non-letter images.
2. Formation of the skill of recognizing letters written in a stylized manner.
3. Formation of the skill of recognizing letters written in different fonts.
4. Formation of the skill of finding letters in plot images.
5. Formation of the skill of recognizing dotted letters.
6. Formation of the skill of recognizing letters in conditions of graphic noise.
7. Formation of the skill of recognizing letters upside down in space.
8. Formation of the skill of recognizing letters hidden in images of objects.
9. Formation of the skill of recognizing letters under overlapping conditions.
10. Formation of the skill of recognizing unfinished letters.
11. Formation of the skill of differentiating optically similar letters.
12. Formation of the skill of recognizing correctly and incorrectly written letters.
13. Formation of the skill of constructing and reconstructing letters from elements.
In addition, a list of verses is offered that describe the graphic image of the letter and the simple position of the letter. It is recommended to use poetry at the stage of familiarization with the letter to form generalized ideas about the graphic sign.
Directions are implemented during literacy classes, individual speech therapy classes, and in classes of teachers of speech therapy groups.
The developed visual material for the formation of each of the listed areas is systematized from simple to complex.
On each graphic material, variants of various tasks are possible. The sequence of letters corresponds to the requirements of the T.B. program. Filicheva, G.V. Chirkina “Education and training of preschool children with phonetic-phonemic underdevelopment.”
When designing visual material, we took into account its accessibility to children’s perception, aesthetics, and the possibility of multifaceted use.
Task No. 1."Finding letters among non-letter images."
Material:(graphic material sheets No. 1-7).
Possible instructions:
Look and find the letter among the signs (sheets No. 1-2).
Look and find letters among the signs (sheets No. 3-7).
Name this letter.
Find these letters among the letters of the alphabet.
Close with a letter from the cut alphabet.
Task No. 2."Recognition of letters written in a stylized manner."
Material:(graphic material sheets No. 8-21).
Possible instructions:
Look and name what letter this image looks like (sheets No. 8-19).
Cover the fun image with a letter from the cut alphabet.
- Show all the letters similar to (the speech therapist points to the required letter) (sheets No. 13-16).
Look and name what letter this dotted image looks like (sheets No. 17-19).
Find the same letter among the letters of the alphabet.
Find the same letters, but different in size. Name these letters (sheets No. 20-21).
Find the same letter among the letters of the alphabet.
Look and name the image: (sheets No. 8-15).
In the upper left corner
In the upper right corner
In the lower left corner
In the lower right corner.
Find the same letter among the letters of the alphabet.
Look and name the images: (sheets No. 8-15).
In the first line
In the second line
In the third line.
Look and name the dotted images: (sheets No. 17-19).
Cover them with letters from the cut alphabet.
Look and name the images: (sheets No. 8-10).
In the second column
In the third column
In the fourth column.
Find the same letters among the letters of the alphabet.
Cover them with letters from the cut alphabet.
Task No. 3.“Recognizing letters written in different fonts.”
Material:(graphic material sheets No. 22-34).
Possible instructions:
Look and name what letter this image looks like (sheets No. 22-34).
Find the same letter among the letters of the alphabet.
Cover this image with letters from the cut alphabet.
Look and name the letter:
In the upper left corner
In the upper right corner
In the lower left corner
In the lower right corner.
Find this letter among the letters of the alphabet.
Cover them with letters from the cut alphabet.
Look and name the letters:
In the top (first) line
In the bottom (second) line.
Cover them with letters from the cut alphabet.
Task No. 4.“Reading words consisting of letters depicted in a stylized manner and in different fonts.”
Material:(graphic material sheets No. 35-39).
Possible instructions:
Look and name what letters these images resemble. Read the word.
Make a word from the letters of the split alphabet.
Make a phrase from the words of the split alphabet. Read it.
Task No. 5."Finding letters in plot images."
Material:(graphic material sheets No. 40-53).
Possible instructions:
Look and name which letters are hidden in the pictures (sheets No. 40-48).
Show all the letters. Count how many letters (A, etc.) you saw?
Find the same letters among the letters of the alphabet.
Look, find and name what letters are hidden “at the bottom of the sea”? (L, M, N, R) (sheet No. 49).
Find the same letters among the letters of the alphabet.
Look, find and name what letters are hidden in the “forest thicket”? (X, C, Ch, Shch) (sheet No. 50).
Find the same letters among the letters of the alphabet.
Look, find and name what letters are hidden in the “cave”? (B, P, V, F, G, K, D, T, Z, S, W, F) (sheet No. 51).
Look, find and name all the letters you saw in the picture? (sheets No. 52-53).
Find the same letters among the letters of the alphabet.
Task No. 6.“Recognition of dotted letters.”
Material:(graphic material sheets No. 54-59).
Possible instructions:
Look and name the letters.
Find the same letter among the letters of the alphabet.
Cover the dotted image with a letter from the cut alphabet.
Show me the letter I will name (gradually the speech therapist increases the number of letters called).
Name the letter that I will show you (the speech therapist gradually increases the number of letters).
Look and name the letters:
In the first line are sheets No. 56-59
In the second line
In the third line. sheets No. 54-55
Find the same letters among the letters of the alphabet.
Cover them with letters from the cut alphabet.
Look and name the letters:
In the first column (top - down, bottom - up)
In the second column
In the third column
In the fourth column
In the fifth column.
Find the same letters among the letters of the alphabet.
Cover them with letters from the cut alphabet.
Task No. 7."Recognition of letters in conditions of graphic noise."
Material:(graphic material sheets No. 60-80).
Possible instructions:
Look, the letter is hidden. Which letter is hidden?
Name this letter. Find it among the letters of the split alphabet.
Show me where the letter is hidden... ((A) the speech therapist names a specific letter, gradually increasing the number of letters).
In the top (first) line
In the bottom (second) line.
Find the same letters among the letters of the alphabet.
Cover them with letters from the cut alphabet.
Tell me which letters are hidden:
In the first column (top - down, bottom - up)
In the second column
In the third column
In the fourth column
In the fifth column.
Find the same letters among the letters of the alphabet.
Cover them with letters from the cut alphabet.
Tell me which letter is hidden:
In the upper left corner
In the lower left corner
In the upper right corner
In the lower right corner.
Find the same letters among the letters of the alphabet.
Cover them with letters from the cut alphabet.
Task No. 8."Recognition of letters upside down in space."
Material:(graphic material sheets No. 81-88).
Possible instructions:
Look at the letter and find the same one among the letters of the alphabet. Name the letter. How are the letters different?
Cover them with letters from the cut alphabet.
Show me the letter I will name (gradually the speech therapist increases the number of letters called).
Name the letter that I will show you (the speech therapist gradually increases the number of letters).
Task No. 9.“Recognizing letters hidden in images of objects.”
Material:(graphic material sheets No. 89-92).
Possible instructions:
Look and name what letters you see in the pictures?
Find the letters in the pictures:
In the top (first) line
In the bottom (second) line.
Find the same letters among the letters of the alphabet.
Cover them with letters from the cut alphabet.
Task No. 10."Letter recognition under overlap conditions."
Material:(graphic material sheets No. 93-119).
Possible instructions:
Look and name what letters you see (sheets No. 93-102).
Find these letters among the letters of the alphabet.
Look, the letters are connected, they have 1 common element.
Separate them (sheets No. 103-110).
Find these letters among the letters of the split alphabet.
Look, the letters are connected and have 2 common elements.
Separate them (sheets No. 111-115).
Find these letters among the letters of the split alphabet.
Look, many letters are connected (sheets No. 116-119).
Help separate them.
Find these letters among the letters of the alphabet.
You can work with a couple of children to see who can name the most letters faster (competitive moment).
Name the letters line by line.
Name the letters in columns (sheets No. 111-119).
Task No. 11."Recognizing unfinished letters."
Material:(graphic material sheets No. 120-146).
Possible instructions:
Look, here the same letter is unfinished (sheets No. 120-133).
Find out what letter it is.
Find it among the letters of the split alphabet.
Complete the letter.
Look which letter is unfinished (sheets No. 120-133).
Compose it from elements (at the discretion of the speech therapist, if the child has difficulty) + a description of the spatial position of the elements of the letters. Name the elements of the letter. How they (elements) are located in space.
Complete the letters in the words and read the resulting words (sheets No. 134-135).
Compose these words from the letters of the split alphabet and read them.
Look, half of the letter is covered with a white sheet (sheets No. 136-146).
Think and name the whole letter.
Find this letter among the letters of the split alphabet.
Look and name the letter: (sheets No. 120-133).
In the first line
In the second line
In the third line.
Find it among the letters of the alphabet.
Look and name the letters: (sheets No. 136-146).
In the first column
In the second column
In the upper left corner
In the lower left corner
In the upper right corner
In the lower right corner.
Find these letters among the letters of the split alphabet.
Task No. 12."Differentiation of optically similar letters."
Material:(graphic material sheets No. 147-149).
Possible instructions:
Look and name the letters in pairs.
Find every letter among the letters of the alphabet.
Make the same one from the letters of the cut alphabet.
Sequence of letters.
Show and name, first 1. then 2nd letter.
Show and name, first 2, then 1 letter.
How are the letters similar and different?
Read the letters in pairs:
In the first column (top - down, bottom - up)
In the second column
In the third column
In the fourth column.
Read the letters in pairs:
In the first line
In the second line
In the third line
In the fourth line.
Read a couple of letters:
In the upper right corner
In the lower right corner
In the upper left corner
In the lower left corner.
Find these letters among the letters of the split alphabet.
Task No. 13.“Recognizing correctly and incorrectly written letters.”
Material:(graphic material sheets No. 150-152).
Possible instructions:
A couple of letters are written, one of the letters is written incorrectly, it should not be written that way.
Cover all incorrectly written letters with counters.
Find the remaining letters among the letters of the alphabet.
Name all the correctly written letters.
In the first column (top - down, bottom - up)
In the second column
In the third column
In the fourth column.
Show and name all the correctly written letters:
In the first line
In the second line
In the third line
In the fourth line.
Task No. 14."Construction and reconstruction of letters from elements."
Material:(4 envelopes with letter elements).
Possible instructions:
From these elements you can add the letters: B V Z R F Ъ ы ь Я (envelope No. 1).
Find these letters among the letters of the split alphabet.
From these elements you can form the letters: A D J K L X U CH (envelope No. 2).
Find these letters among the letters of the alphabet.
From these elements you can add the letters: O S E Y (envelope No. 3).
Find these letters among the letters of the split alphabet.
From these elements you can form the letters: E Y I Y M N P T W SCH T (envelope No. 4).
Find these letters among the letters of the alphabet.
Make a letter from the elements (the speech therapist names certain letters).
Make one letter into another:
| B - C | WOULD | K - F | Sh - C | Ш - Ш |
| G - B | R - V | T - P | Y - I | G - P |
| B - b | W - E | P - N | L - D | C - P |
| B - b | F - R | N - I | S - E | F - X |
Task No. 15.“A list of poems describing the graphic image of a letter and its simple position.”
Material:(graphic material sheets No. 153-160).
Possible instructions:
Listen to a poem about a letter and make it out of sticks (elements).
Memorizing one of three poems about a letter.
Literature used
1. Almanac “Pochitayka”.
2. Baranova E.E., Razumovskaya O.K. How to teach your child to read. – M.: “Gramotey”, 2002.
3. Volina V.V. ABC holiday. M.: “AST-PRESS”, 1996. – 384 p.
4. Magazine “Funny Pictures”.
5. Zakhoder B.V. Poems and fairy tales. – M.: Children's literature, 1988.
6. Playing game.
7. Kovshikov V.A. Poems about printed and handwritten letters.
8. Kulikovskaya T.A. Letter workshop. – M.: LLC Publishing House GNOM “D”, 1997.
9. Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. – M.: Vlados, 1998.
11. Paramonova L.G. Speech therapy for everyone. – M.: AST Publishing House LLC, 1997.
12. Sadovnikova I.N. Disorders of written speech and their overcoming in primary schoolchildren. – M.: “Humanitarian Publishing Center VLADOS”, 1997.
14. Filicheva T.B., Chirkina G.V. Raising and teaching preschool children with physical disabilities.
Ageeva S.V., teacher-speech therapist, MSKOU “boarding school of the VIII type” in Kizel, Perm region.
At school, much attention is paid to the formation of visual perception and the correction of its defects. This is provided for by the content of the educational programs of the auxiliary school. With optical dysgraphia, mentally retarded children experience disturbances in visual perception, inaccurate ideas about shape, size, color, difficulties in optical and optical-spatial analysis, and undifferentiated optical images of letters.
In this regard, when eliminating such a violation of the letter, work is carried out in the following directions:
- development of visual perception and recognition (visual gnosis);
- development of letter gnosis.
Development of visual perception and recognition (visual gnosis). In order to develop visual gnosis, the following tasks are offered:
- Name objects based on their outlines.
- Name unfinished objects (for example: a fish without a tail, a car without a wheel, a table without a leg, and so on).
- Name the crossed out images.
4. Select subject images superimposed on each other:
5. Determine what the artist drew incorrectly.
6. Distribute images of objects according to their real size.
Images of objects that are identical in size but actually differ in size are offered.
7. Selection of pictures for a specific color background.
Children are offered backgrounds (“lawns”) of different colors: red, green, yellow, blue, as well as pictures depicting objects of different colors: watermelon, cucumber, leaf; turnip chicken, melon; poppy, tomato, strawberry; plum, cornflower, blue ribbon.
The task is given to put the picture on your “lawn”.
8. “Geometric Lotto”.
Children have big cards. Each card has a geometric shape: circle, square, rectangle, oval, triangle. In addition, there are pictures depicting various objects. The speech therapist shows a drawn object. Children determine what this object looks like (circle, oval, triangle, square). The image of the item is placed on a card with a similar geometric figure.
You can offer the following subject pictures: plate, watermelon, ball, ball; egg, melon, cucumber; roof of a house, triangular leaf, road sign; scarf, tablecloth, chessboard; car body, painting, book.
9. Selection of identical strips. Children are offered multi-colored stripes, consisting of two parts (with a white stripe at the bottom). For example: 
The speech therapist shows one of the stripes. Children find a similar strip.
10. Selection of paired cards with geometric shapes. Cards with three geometric shapes are offered. For example: 
Each child is given a series of three cards.
The shapes can be painted in different colors: red triangle, blue square, green circle, yellow oval, etc.
The speech therapist shows one of the cards. The children are given the task of showing the steam room (exactly the same).
11. Finishing the unfinished contours of circles and triangles.
12. Completion of drawing symmetrical images.
13. Compilation of pictures cut into parts (into 2, 3, 4, 5, 6).
14. Running Ravenna tests. Children are offered Ravenna matrices with cut out parts and several inserts (children's version). Children are asked to find the correct insert.
15. Construction from Koos cubes. Each cube is divided diagonally and painted in a different color. It is proposed to create various patterns.
16. Analysis of ridiculous pictures. Children are asked to look at the pictures and determine what is drawn incorrectly on them.
17. To train perception, you can also use a matrix containing geometric figures not only of different shapes, but also white and black.
Student assignments:
a) how many times do white squares appear?
b) how many times do black squares appear?
c) how many times do white circles occur?
d) how many times do black circles occur?
e) how many times do white triangles occur?
f) how many times black triangles occur, etc.
18. To train perception, it is also advisable to use a matrix with geometric shapes of different sizes.
Student assignments:
a) how many times does the small square occur?
b) how many times does a large square occur?
c) how many times does the great circle occur?
d) how many times does the small circle appear?
e) how many times does a large triangle occur?
f) how many times does the small triangle occur?
19. “Let's draw together.”
Equipment: a large sheet (2 meters × 1.6 meters) of white paper and colored crayons or wax colored thick pencils (for each student).
Focus of the task: updating existing ideas, images in memory, activating the perception of the whole by individual elements, spatial relationships, proportions, the ability to combine and recombine images, developing teamwork skills.
Procedure: the teacher invites the children to draw together a picture of “Games in the school yard.” They explain in detail that the children will draw in turns, each with their own chalk or pencil. You should only draw what relates to games, and you cannot repeat what is already in the drawing. To get an interesting and beautiful picture, you must try to take into account the size of the image, color, and spatial arrangement on the sheet. Upon completion of the work, a collective assessment and analysis of what has been done is carried out.
20. “Make a story” (based on the TAT method).
Equipment: a picture depicting a certain situation (from school or life together).
Focus of the task: learn to use existing experience, establish cause-and-effect relationships, perceive the plot as a whole, logically present what is perceived and give it an emotional assessment.
Procedure: a picture is placed in front of the child and asked to look at it.
Instructions: “Make a story based on this picture, but be sure to tell what happened before, what is happening now and what will happen next.”
The work is carried out individually and frontally in reading and speech development lessons.
This task may have another version: the child is asked to draw the beginning (first picture) and the end of the story (third picture). Can be done frontally.
21. “Collect a picture.”
Equipment: cardboard figures depicting different objects (house, tree, fence strips, mushroom, two ducks, lake, bird).
Focus of the task: activation of past experience, development of holistic perception, figurative representations, composing a story based on pictures.
Procedure: separate figures are placed in front of the child in disarray and asked to make a picture, and then “compose” a story based on it. The work of creating a composition can be carried out collectively, and then everyone comes up with their own story, after which the children’s “creativity” is assessed.
Images for creating a composition can be selected depending on the subject and topic of the lesson.
22. “Complete the figures.”
Goal: to develop accuracy of perception.
Instructions:
Guys, look at the pictures. Here you see that various geometric shapes are depicted with lines, but they are not completed. Your task is to complete them.
23. “Look.”
Goal: develop observation skills.
Instructions:
Take a careful look at the room we are in. Find objects that consist of or have a circle, a circle. Which of you will find more such items? Write it down.
24. “Describe the object.”
Goal: to develop the perception of objects and recognition of features in the image of these objects.
Instructions:
Guys, look carefully at this item (toy bunny, apple, pencil, etc.). What is this? What is he like? You need to name as many features of this item as possible. Guys, what do you think is this thing – good, necessary, or vice versa; what does it serve? Don't forget to pay attention to the color of the item, its shape, purpose, and so on.
25. “Color over the fruit.”
Goal: to develop the ability to perceive colors.
Children are given drawings with black and white images of various fruits and colored pencils. The task is given: paint each fruit in the appropriate color. Instead of fruits there may be images of vegetables, flowers, animals and other objects.
In the process of developing letter gnosis, the following tasks are offered:
1. Find the letter among a number of other letters (after long and short-term presentation).
2. Compare the same letters, but written in different fonts (printed and handwritten). To do this, the speech therapist offers children cards with different letters: a, o; x, f; i, w.
3. Identify the letter in the wrong position.
4. Trace the outline images of the letters.
5. Select letters superimposed on each other (write or name).
6. Complete the letter.
7. Find “hidden” letters against the background of contour images of objects.
8. Construction of printed and handwritten letters from elements.
The main goal of working on distinguishing letters mixed in writing is to bring to the child’s consciousness in any possible way difference in the outline of these letters. If this is achieved, then there will be no more ground left for letter substitutions, but still, in order to completely overcome them, it will be necessary to carry out a sufficient number of written exercises. They will help to overcome the incorrect “motor memory of the hand” that has already been established in the child.
Here are some techniques for working on letter recognition.
- A comparison of two letters mixed by a child, accompanied by a verbal description of the differences between them. For example: the letter And only two hooks, and w- three; at the letter r the stick is long, and n- short; at the letter w only three hooks, and sch, besides them, there is one more additional element and so on.
- Writing mixed letters in the air, which allows, by connecting hand movements, to better grasp the existing differences. At the same time, the child’s eyes should be closed, since the movement of the hand here should play a compensating role in relation to the insufficiently subtle visual perception.
- The child's naming of letters written nearby that are similar in outline. It is necessary to achieve error-free naming of letters. This can be achieved through appropriate explanations, emphasizing differences and sufficient repetition.
- Constructing (folding) letters from elements cut out of cardboard. For example, the letter And the child puts together two hooks, and w- out of three and the like.
- Reconstruction of letters, that is, as if “remaking” one letter into another. For example: “What needs to be done in order to make a letter sch get w? How can you change a letter? And V ts? Here are some possible options for reconstructing printed and handwritten letters:
- “Completing” letters by adding missing elements to them.
- Finding “hidden” letters in so-called “combined letters”. The child is asked to determine how many and what letters are “hidden” in each of the figures. The answers given in brackets, of course, are hidden from the child.
S - b - b - b - v - z
T - G - P - N - I
A - D - L - M
t - p - r - g
i - sh - c - sch
As we can see, all these exercises seem to “hit the same target,” since when performing them, the child must constantly think about the features of the letters, find not only similarities in them, but also differences. Ultimately, this will ensure a strong mastery of letters.
A special feature of the proposed exercises is that they are all carried out orally, without the child writing down the mixed letters (except for writing in the air), which is far from accidental. The transition to writing is possible only after the child clearly understands the differences between the letters he mixes. Before you write, you need to know exactly how each letter is written. Only under this condition can the child’s correct writing of optically similar letters be guaranteed.
At the final stage of work, you can finally move on to written exercises.
Writing mixed (or distorted when writing) letters under dictation is very useful. The letters are dictated in an indefinite sequence to eliminate the possibility of guessing, for example: ts, ts, ts, sch, sch, c. Before writing each letter, the child must say what elements it consists of.
After errors disappear when writing individual letters, you can move on to writing dictation of syllables, and then words with these letters: now, tsa, tsa, now, tsa, now, asch, ac; fur coat, puppy, sliver... Before writing down each syllable and word, the child must say which of the “doubtful” letters he is going to write and what elements it consists of. Such preliminary “reports” are very important for preventing erroneous spelling of letters, without which it is impossible to develop correct and stable visual-motor stereotypes of words.
References:
- Belosheyeva A.A., Golysheva V.V. Mental disorders in children. Speech disorders in children / Series “There is a sick child in the family.” – Perm: Hello, 2009. – 270 p.
- Mazepina T.B. Development of a child’s cognitive processes in games, trainings, tests/ Series “The World of Our Child”. – Rostov n/d: Phoenix, 2002. – 64 p.
- Mikhailova L.S. How to prepare your child for school. A manual for parents and kindergarten teachers. Exercises, tasks, games, tests. Part I. – Volgogorad, A.E. Grinin publishing house, 2001. – 64 p.
- Reader on speech therapy (extracts and texts): Textbook for students of higher and secondary special pedagogical educational institutions: In 2 vols. T. II / Ed. L.S. Volkova and V.I. Seliverstova. - M.: Humanite. ed. VLADOS center, 1997. - 656 p.: ill.
Probably every person, be it a student, a student or an office worker, has had to deal with eye fatigue. An unpleasant burning sensation, a feeling of dryness, redness, tearing - all this is a consequence of reading or other activities that are tiring for our visual organs. In order to reduce eye strain, you should properly arrange your workplace, paying special attention to the degree and brightness of lighting. In addition, it is recommended to follow some rules, such as not reading while lying down and not sitting too close to the TV/laptop screen. Daily warm-up will also help maintain. This will not only relieve fatigue and distract you for a short time, but also prevent the gradual deterioration of vision. It is recommended to do an eye warm-up both during breaks between work or reading, and in any free time. It will take no more than 10-15 minutes. But this time will be invaluable for the health of your eyes. So, let's start warming up!
Each of us has undergone a visual acuity test at least once in our lives using tables from an ophthalmologist or online. Despite the advent of modern examination technologies, such a simple diagnostic tool still remains popular among ophthalmologists. In accordance with medical terminology, visual acuity refers to the ability of the eye to clearly distinguish between two points that are minimally distant from each other. The result is good if a person sees them with an angular resolution of one minute. Such vision is considered 100%, or they say that V=1.0. What is used to accurately check how well a person sees?
What types of tables are there?
This is the most famous eye diagnostic tool. This table, which most ophthalmologists use to check their vision, consists of 12 lines with letters of the alphabet. The size of the characters in each line decreases from top to bottom. On the left side, the letter “D” marks the distance from which a person with normal vision should distinguish the existing signs. It is 2.5 meters for the bottom row and 5 for the top. To accurately test your vision using the table, you need to know what symbols are used in it. On the right, the letter “V” indicates the value in conventional units, showing the sharpness when reading symbols from a distance of 5 meters (2.0 - if the bottom row is visible; 0.1 - if a person sees only the top row). Vision is considered normal (1.0) if a person sees the tenth line with each eye at D=5.0.
This is the ancestor of the Sivtsev vision diagnostic tool used in English-speaking countries. The table consists of 11 rows. There is one large capital letter at the top. The size of the rest decreases line by line from top to bottom. The check is carried out at a distance of 6 meters. Visual acuity in English-speaking countries is usually expressed as a simple Snellen fraction. In this case, the numerator indicates the number of feet to the table, and the denominator indicates the distance from which a person with normal visual acuity can read the symbols.
TableOrlova. This tool for diagnosing visual acuity is similar in principle to the previous ones. But it is used to test vision in children who cannot read. That is why, instead of letters, such an ophthalmologist’s vision test table contains various images. The size of the lines with pictures decreases from top to bottom. Acuity is determined in the same way as in the Sivtsev vision test instrument. It is considered normal when a child sees the tenth line from a distance of 5 meters with each eye. If he does not recognize the symbols of the top row from the specified distance, then they begin to bring him closer to the table and ask him every 0.5 meters if he sees the signs. They continue to check this until the child correctly names the pictures in the top row.
TableGolovin. This eye diagnostic tool consists of a standard set of optotypes. Such tables of visual acuity contain combinations of rings of equal height and width with gaps. It is considered normal when a person is able to distinguish two distant points with an angular resolution of one minute. The standard table for testing Golovin’s vision contains optotypes for determining visual acuity from a distance of 5 meters. In this case, the first 10 rows differ in increments of 0.1, the next two rows - in 0.5, and the additional three rows - in 1.0. The field also has two columns. On the left side, the letter D marks the distance from which an eye with 100% vision can distinguish the indicated symbol. The letter V, located on the right, indicates the actual sharpness if a person reads this row from a distance of 5 meters. A similar table can be presented either separately or in combination with a tool for checking Sivtsev’s visual acuity.
On the Internet, you can take a visual acuity test online, but you need to remember that no matter what table you choose, this will not replace classical diagnostics.
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