Kornev and violations of reading letters. Kornev Alexander Nikolaevich Dyslexia and affective disorders
The teaching aid is designed to overcome reading and writing disorders in preschool and younger children. school age.
The manual consists of two sections, including a theoretical part, as well as entertaining author's exercises and assignments in verse, aimed at developing reading and writing skills, logical thinking, spatial imagination, overcoming spelling and grammatical errors.
The book is addressed to parents and speech therapists, preschool teachers, teachers.
Speech disorders in deafness.
Everyone knows that children learn to speak by ear. No one specifically acquaints them with the rules of the language by which speech is built. It is clear that deaf or very hard of hearing children (in everyday life it is customary to call them deaf) are deprived of the opportunity to learn to speak in such a natural way. Unless special measures are taken, they remain silent or mute. Hence their designation - deaf-mutes, although they have dumbness as such. If these children had hearing, then their speech organs would make the same movements as those of other children.
Free download e-book in a convenient format, watch and read:
Download the book Reading and writing disorders in children of preschool and primary school age, Wiesel T.G., 2005 - fileskachat.com, fast and free download.
- Formation of speech activity in non-speaking children using innovative technologies, Lynskaya M.I.
- Speech therapy exercises for every day to develop clear speech, Wiesel T.G., 2005
- Self-education of students of construction universities, Monograph, Scheptev M.M., Kolokatova L.F., 2016
The following tutorials and books:
Psychiatrist, speech pathologist, neuropsychologist, doctor psychological sciences, candidate medical sciences, Vice-President of the Association of Speech Pathologists of St. Petersburg. Born in Leningrad in 1949. Graduated from the Leningrad Pediatric Medical Institute in 1972. After graduating from correspondence postgraduate studies in child psychiatry at the Department of Psychiatry of the LPMI in 1982, he defended his thesis on the topic: "Dyslexia, its clinical and psychological study in mental retardation and oligophrenia in children. For more than 10 years he worked as a psychiatrist, first in the Novgorod region, and then in Leningrad region. In 1984-1985 he worked as an assistant at the Department of Psychopathology and Speech Therapy at the Leningrad State Pedagogical Institute. A.I. Herzen. From 1985 until its closure in 1996, he worked as an assistant and then as an assistant professor at the Department of Child Psychiatry at the Faculty of Education and Science of the Leningrad Pediatric medical institute(now - St. Petersburg State Pediatric Medical Academy). Since 1996, he has become the scientific director of the NOU of Pedagogical Innovations and Technologies, the Presto Training Center, combining this work with teaching at the Russian State Pedagogical University them. A.I. Herzen, Academy of Postgraduate teacher education St. Petersburg, Moscow City Psychological and Pedagogical University. Region scientific research Key words: child psychiatry, childhood speech pathology, childhood neuropsychology and neurolinguistics, correctional psychology. Studying reading and writing disorders from clinical and psychological positions, he made a significant contribution to the disclosure of the mechanisms of dyslexia. He developed the only method in Russia so far for the early detection of dyslexia (MRD), published by the Ministry of Health of the USSR in 1982, and the first standardized method for diagnosing dyslexia in Russia (SMINCH). He developed the theory of complex medical-psychological-pedagogical overcoming of dyslexia, the author's method of its correction in schoolchildren and methods of prevention of dyslexia in preschoolers. These materials formed the basis of the book "Dyslexia and Dysgraphia in Children", published in 1995 and in subsequent revised and supplemented reprints in 1997 and 2003. Since 1983, A.N. Kornev has been studying the clinical, psychological and neurolinguistic mechanisms of underdevelopment of oral speech in children. The results obtained formed the basis of the book "Fundamentals of Childhood Logopathology: Clinical and Psychological Aspects" and made it possible to lay the foundations of a new scientific direction: "logopathology of childhood". This book was recognized as the best work of 2001, and its author A.N. Kornev became a laureate of the Prize of the Ministry of Science and Technology of the Russian Federation for priority direction"Technologies of living systems". In 2006, the result of his research was a dissertation successfully defended by him on the topic: “ System analysis mental development of children with speech underdevelopment. On the above topics, A.N. Kornev published more than 80 publications, including 8 books and teaching aids. The results of his work as a scientific supervisor of the NOU "Presto Training Center" were the preschool developed under his leadership educational program new generation "Personality", a complex of correctional and developmental programs for children of younger and preschool age, the author's method of semi-global teaching of reading, the author's model of psychological and speech therapy support in preschool educational institutions. Since 1996, A.N. Kornev has been teaching at the faculty clinical psychology SPbGPMA, and in 2007 he was elected to the post of professor of the department of general and applied psychology the same faculty.
To narrow the search results, you can refine the query by specifying the fields to search on. The list of fields is presented above. For example:
You can search across multiple fields at the same time:
logical operators
The default operator is AND.
Operator AND means that the document must match all the elements in the group:
research development
Operator OR means that the document must match one of the values in the group:
study OR development
Operator NOT excludes documents containing this element:
study NOT development
Search type
When writing a query, you can specify the way in which the phrase will be searched. Four methods are supported: search based on morphology, without morphology, search for a prefix, search for a phrase.
By default, the search is based on morphology.
To search without morphology, it is enough to put the "dollar" sign before the words in the phrase:
$ study $ development
To search for a prefix, you need to put an asterisk after the query:
study *
To search for a phrase, you need to enclose the query in double quotes:
" research and development "
Search by synonyms
To include synonyms of a word in the search results, put a hash mark " #
" before a word or before an expression in brackets.
When applied to one word, up to three synonyms will be found for it.
When applied to a parenthesized expression, a synonym will be added to each word if one was found.
Not compatible with no-morphology, prefix, or phrase searches.
# study
grouping
Parentheses are used to group search phrases. This allows you to control the boolean logic of the request.
For example, you need to make a request: find documents whose author is Ivanov or Petrov, and the title contains the words research or development:
Approximate word search
For approximate search you need to put a tilde " ~ " at the end of a word in a phrase. For example:
bromine ~
The search will find words such as "bromine", "rum", "prom", etc.
You can additionally specify maximum amount possible edits: 0, 1 or 2. For example:
bromine ~1
The default is 2 edits.
Proximity criterion
To search by proximity, you need to put a tilde " ~ " at the end of a phrase. For example, to find documents with the words research and development within 2 words, use the following query:
" research development "~2
Expression relevance
To change the relevance of individual expressions in the search, use the sign " ^
" at the end of an expression, and then indicate the level of relevance of this expression in relation to the others.
The higher the level, the more relevant the given expression.
For example, in this expression, the word "research" is four times more relevant than the word "development":
study ^4 development
By default, the level is 1. Valid values are a positive real number.
Search within an interval
To specify the interval in which the value of some field should be, you should specify the boundary values in brackets, separated by the operator TO.
A lexicographic sort will be performed.
Such a query will return results with the author starting from Ivanov and ending with Petrov, but Ivanov and Petrov will not be included in the result.
To include a value in an interval, use square brackets. Use curly braces to escape a value.
AT no matter what school the psychologist works in - in mass or special for children with various developmental disabilities, he will inevitably encounter phenomena of school failure. In particular, in his practice there are children with writing disorders. Both teachers and psychologists in this case, as a rule, do not leave children without attention and try to help them, but they do not always do it adequately, which does not lead to positive changes. Such children, according to the author, need specialized assistance, not only pedagogical, but also medical. In this regard, a practical psychologist faces the professional task of identifying children with specific reading disorders (dyslexia) and specific writing disorders (dysgraphia).
This publication will help the psychologist to successfully cope with the task. True, it is not entirely clear why it was published in the Child Psychology series, since, as follows from the annotation, it is intended primarily for teachers, child psychiatrists and neuropathologists. As for psychologists, their task, on the one hand, is very modest, and on the other hand, very important: not to ignore this violation and try to convince the child's parents of the need for a comprehensive examination with subsequent medical and pedagogical correction.
In this regard, I would like to draw the attention of psychologists to the methods cited by the author for studying the written speech of children, including the method for early detection of dyslexia. It is expedient to use the latter in determining the psychological readiness of the child to study at school.
The practical orientation of the publication does not mean easy and quick reading. This book, which is now in its third edition, is a summary of more than 20 years of study of the problem and is designed for a prepared reader familiar with the phenomena of dyslexia and dysgraphia. Its main feature is a comprehensive medical and psychological-pedagogical approach to the analysis of writing disorders, which, apparently, reflects both the level of knowledge about these phenomena and their complexity.
The author draws attention to the fact that dyslexia and dysgraphia are based on both organic and functional disorders. nervous system, as well as inadequate conditions for training and education (the so-called didactogenic factors). Therefore, the methods for diagnosing and correcting these shortcomings should be comprehensive and include, along with the actual pedagogical, and medications. After reading the book, it becomes clear that the need for the participation of a psychologist in correctional work is undeniable, but we can talk about participation, since psychological and pedagogical methods of influence are clearly insufficient.
This is one of those books that a psychologist does not need in his daily life. practical work(with the exception of psychologists engaged in the study of abnormal childhood), but it is useful to have them on your bookshelf in order to get the missing information at the right time.
Marina STEPANOVA
The article was published with the support of "La Redoute". The company's online store offers women's, men's and children's clothing of exclusive brands at a bargain price. Large sizes are available. The new autumn-winter 2014 collection includes a large selection of skirts - a long green skirt, a skirt with waves, embroidered tulle, with a pattern and others. You can view the full catalog of clothes, prices and place an order on the website, which is located at: http://www.laredoute.ru/.
Kornev A.N. Reading and Writing Disorders in Children: Educational and Methodological Guide
drank - drank flour - flour village - village I wear - I wear
wine - wine castle - cotton castle - cotton shelves - shelves;
c) reading and correcting sentences, where right word erroneously replaced by a homograph word:
Flour was poured into the bag. Sasha and Andrei drank milk. Seryozha subtracted another from one number in a mathematics lesson.
I. N. Sadovnikova (1995) in her book gives a number of exercises designed to set up expressive reading.
Formation of understanding of the text
As practice shows, in most cases in children with dyslexia, a full reading comprehension is impaired to a certain extent [M. Cole, 1989]. This is manifested mainly in the sphere of pragmatic use of the information contained in the text. At the same time, a formal check of understanding by retelling can give very decent results. In some types of dyslexia in children, reading comprehension suffers severely. In this regard, special work to develop the ability to fully understand printed texts seems necessary in all cases.
1. In the process of work, it is obligatory to control reading comprehension by retelling or selecting plot pictures that correspond to a fragment of text or a sentence (Fig. 29).
2. M. I. Omorokova, I. A. Rapoport and I. Z. Postolovsky (1990) propose a system developed by them for testing and developing self-control skills for reading comprehension when reading “silently”. After the children finished reading the text, they were offered test tasks of one of 4 types.
Word Climb: Meaning of the word climb up
What does word Climb: Anagrams for the words Climb: Russian
word Climb up.
http://poiskslov.com/word/%D0%B7%D0%B0%D0%B1%D1%80%D0%B0%D1%82%D1%8C%D1%81%D1%8F/
Verification tasks of the 1st type.
Short (one-, three-phrase) texts end with questions: “Why?” (or "Why?"). The data to answer the question is not directly contained in the text. Example: “The dog chased the cat. The cat climbed the tree. The dog stopped. Why?"
Verification tasks of the 2nd type. One word is missing from the short text, the meaning of which becomes clear from the context. The reader is asked to choose the missing word from the two given. Examples: “What will I eat soup with? Give me. » a) a fork, b) a spoon. "Peel the potatoes! I will. » a) eat, b) cook.
xn--7sbbhnalk3aocq1b4e.xn--p1ai
Foreword
According to various sources, several tens of percent of children cannot master school skills due to the state of their neuropsychic health. At the same time, dyslexia becomes an obstacle to learning for 2-10% of students in a mass school and up to 50% of students in an auxiliary school. Using various approaches, researchers abroad were only able to partially reveal the pathogenesis of this condition and formulate some principles of diagnosis and correction. In our country, there are almost no works devoted specifically to dyslexia; in the available ones, as a rule, the pedagogical aspect of this disorder is revealed.
A. N. Kornev's monograph is the first book in our country devoted to the medical and psychological aspects of this problem. For the first time, he used a comprehensive approach to understand the mechanisms of dyslexia and dysgraphia, i.e., clinical, clinical-dynamic, electroencephalographic, neuropsychological and psychological research. This work is a continuation and development of the scientific direction, begun back in the 30s by the staff of the Leningrad Pediatric Institute (S. S. Mnukhin, E. D. Prokopova, D. N. Isaev), among whom is the author himself.
Thanks to high erudition, serious clinical training and extensive experience in neuropsychological research, A. N. Kornev managed to solve the problem of dyslexia in a new way. Previously unknown patterns of its formation were revealed, and a new concept of a multifactorial disorder model was formulated. In the course of a long-term and comprehensive study of children with the described disorder, the author has developed a versatile methodological approach to its diagnosis. He created original methods, adapted some of the existing ones, and, in general, formed a battery of samples that allow for an in-depth analysis of the genesis and accurate diagnosis of the disorders underlying dyslexia.
I would like to specifically emphasize the importance of the direction chosen by the author for the earliest detection of insufficient development of the prerequisites for mastering school skills. This book has developed theoretical basis and formulated practical approaches to the early detection of dyslexia.
Kornev A.N. Books online
Kornev Alexander Nikolaevich (1949, Leningrad) - psychiatrist, speech pathologist, neuropsychologist, Doctor of Psychology, Candidate of Medical Sciences, Vice President of the St. Petersburg Association of Speech Pathologists.
Graduated from the Leningrad Pediatric Medical Institute in 1972. After graduating from correspondence postgraduate studies in child psychiatry at the Department of Psychiatry of the LPMI in 1982, he defended his thesis on the topic: "Dyslexia, its clinical and psychological study in mental retardation and oligophrenia in children."
For more than 10 years he worked as a psychiatrist, first in the Novgorod region, and then in the Leningrad region. In 1984-1985 he worked as an assistant at the Department of Psychopathology and Speech Therapy at the Leningrad State Pedagogical Institute. A.I. Herzen. From 1985 until its closure in 1996, he worked as an assistant and then as an assistant professor at the Department of Child Psychiatry at the Leningrad Pediatric Medical Institute (now the St. Petersburg State Pediatric Medical Academy). Since 1996, he has become the scientific director of the Scientific and Practical Educational Institution of Pedagogical Innovations and Technologies, the Presto Training Center, combining this work with teaching at the Russian State Pedagogical University named after I.I. A.I. Herzen, Academy of Postgraduate Pedagogical Education of St. Petersburg, Moscow City Psychological and Pedagogical University.
Research area: child psychiatry, childhood speech pathology, childhood neuropsychology and neurolinguistics, correctional psychology. Studying reading and writing disorders from clinical and psychological positions, he made a significant contribution to the disclosure of the mechanisms of dyslexia.
Since 1983, A.N. Kornev has been studying the clinical, psychological and neurolinguistic mechanisms of underdevelopment of oral speech in children. The results obtained formed the basis of the book "Fundamentals of Childhood Logopathology: Clinical and Psychological Aspects" and made it possible to lay the foundations for a new scientific direction: "Children's Logopathology". This book was recognized as the best work of 2001, and its author A.N. Kornev became a laureate of the Prize of the Ministry of Science and Technology of the Russian Federation in the priority area "Technologies of Living Systems".
In 2006, the result of his research was his successfully defended dissertation on the topic: "System Analysis of the Mental Development of Children with Speech Underdevelopment." On the above topics, A.N. Kornev published more than 80 publications, including 8 books and teaching aids.
The book is intended for the development of coherent speech, memory, attention, thinking and reading comprehension skills in children of early and preschool age. Games and activities of the manual are intended for educators and parents conducting classes with children aged from one and a half to seven to eight years.
The manual consists of two brochures: one of them contains split pictures, the other is a methodological guide to the use of the material. It can be used both by parents at home, and by specialists (speech therapists, psychologists, defectologists) and kindergarten teachers.
Clinical and psychological aspects.
The book is the first publication in Russia devoted to the clinical and psychological description of various forms of speech underdevelopment in children.
A detailed description of the symptoms and syndromes found in children with speech pathology is given. Medical, psychological and logopedic manifestations of speech underdevelopment are analyzed.
The book systematizes the data of not only domestic authors, but also leading foreign experts. The principles and methods of diagnosing underdevelopment of speech, methods of speech therapy and psychological help children. This publication contains information about new developments in psycholinguistics, neuropsychology, neurolinguistics, speech therapy, logopathology and child psychiatry.
Message “The method of A. N. Kornev in the work of a school speech therapist. Correction of reading disorders»
The problem of identifying and correcting reading disorders (dyslexia) in children worries both teachers and parents. But most of all, the child himself suffers from dyslexia. Such difficulties are the cause of school maladaptation and a decrease in learning motivation.
Dyslexia is a partial specific violation of the reading process, due to the immaturity (violation) of higher mental functions and manifested in repetitive errors of a persistent nature.
That is, writing and reading disorders can occur in children with normal intelligence, intact oral speech, full-fledged vision and hearing, but who have some unformed private mental processes interfering with the acquisition of reading and writing.
It should be noted that at the initial stages of learning to read and write, reading errors occur in many children. It's not a sign of dyslexia. At the initial stages of learning, reading skills are only being formed. Over time, most children's mistakes disappear. In children with dyslexia, errors remain and are persistently specific. These errors include:
- replacement and mixing of sounds when reading;
- distortion of the sound-syllabic structure of the word;
- impaired reading comprehension;
- Agrammatisms in reading.
Such violations create difficulties in the child's assimilation of the school curriculum.
Correction of reading disorders in experimental groups according to the method of A. N. Kornev showed high positive results, while in the control groups the positive results were much lower.
Efficiency of reading correction
(method of A. N. Kornev)
A. N. Kornev developed a model for the formation of the decoding operation, i.e., the reconstruction of the sound image of a word according to its graphic model. The development of the skill of syllable fusion takes the central place in this model.
The model of “operational reading units” is based on the theory of N. A. Bernshtein (1947) about the level principle of skills formation. According to this theory, any skill at the initial stage of its formation is carried out under the control of consciousness. As the skill improves, individual operations are automated, carried out in a more convoluted form, and at the end of the process, consciousness controls only the final result. This pattern applies to reading as well.
The reading process consists of several stages:
In remedial classes, the reading operation at each stage should be brought to the level at which decoding does not require conscious control.
One of the main tasks of a speech therapist in the correction of reading disorders is to work out the “operational reading unit” (OPER) before automation.
"Operational Reading Unit" (OPEU)- this is the maximum number of characters that is simultaneously recognized when reading.
Such operational units can be a letter, a syllable of the SG type (where "S" is a consonant and "G" is a vowel), GS, a syllable of the CGS, a syllable of the SSG, a syllable of the SGSS, SSGS, a word or a group of words.
In dyslexia, the operational reading unit is usually less than one decimal place, and reading speed rarely reaches the grade 2 level, even after many years of study. . In such cases, jerky letter-by-letter reading is observed.
READING STUDY
The study of reading skill is carried out in three stages:
First stage: with the help of a standardized methodology for studying the reading skill (SMINCH), the level of formation of the reading skill is established, the reading technique coefficients (RTC) are calculated and their correspondence to the intellectual development of the child being examined is determined.
Second stage: in case of detection of dyslexia at the first stage, the persistence of the identified disorder and its prognosis are determined using AVM–WIS testing.
The third stage: in the case of enrolling a child in a correctional group, using the test of operational reading units (TOPEC), the type of syllables is determined, with the training of which it is necessary to start work, and the syllabic complexity of the words available to the child for reading at this stage.
The study of reading with the help of SMINCH is intended for clinical and psychological diagnostics, and should be carried out individually.
The TOPECH technique is used to determine the limiting degree of complexity (number of characters) of operational reading units that are automated in a child.
Based on the results obtained, it is planned corrective work to overcome reading disorders.
CORRECTION OF READING SKILL
Correction and formation of reading skills in speech therapy classes includes the following steps:
Strengthening sound-letter connections
This stage is necessary for severe dyslexia. The child needs to form a graphic image of the letter. To do this, you can trace the convex outline of the letters with your finger; on cardboard, sculpt letters from plasticine, tracing them with your finger; lay out letters from laces; group the same letters written in different styles.
At the same stage, you can start working with syllabic tables. Since in isolated syllables the child cannot rely on meaning and context, this excludes guessing. Already in the first lessons, the child is forced to develop the skill of syllables.
Syllabic tables become more complex in terms of the number of cells. The font size is also complicated. On the first cards of a 9-cell table (3x3), font size 26. Then the number of cells increases to 16 (4x4), font size - up to 20. The last type of cards is 36 cells (6x6), font size 16.
Examples of syllable tables:
By analogy with the samples, it is desirable to develop another 5-7 cards of each type. Working with cards is aimed at quickly finding a syllable, its global identification.
The speech therapist randomly names the syllable. The child must indicate the given syllable in the table as quickly as possible and read it. Since the speech therapist previously called the syllable, it is easier for the child to read the found syllable together. Each table should contain direct and reverse syllables with hard and soft consonants.
You can also give tasks to read syllables horizontally and vertically.
The main sign that the reading of syllables of this type has been automated is their recognition at a glance, all at once, in its entirety, and not sequentially, by elements.
At the first stage of correction, it is better to compose reading material from words of a simple syllabic structure, such as: SGSG (for example, WATER, FLY, FOX) or GSSG (for example, ARKA, WINDOW, YOLKA).
Children with dyslexia at the initial stages of the formation of reading skills also find it difficult to divide readable words into syllables. To overcome such difficulties, color marking of syllables can be used. For example: Sasha bought bananas.
It is necessary to give tasks to develop the skill of synthesis. For example, a speech therapist consistently demonstrates cards with syllables. The child must mentally compose a word and pronounce it in its entirety. You should start with two-syllable words, gradually complicating the syllabic structure.
To develop the skill of synthesis, you can offer the game “Swap the syllables”: BY, ZU (teeth), MA, NA, LI (raspberries), etc.
For replenishment vocabulary and the formation of synthesis, the task is to compose words from syllables, where one syllable is constant and the other changes, for example:
Automation of syllable fusion
At the second stage, the main efforts are focused on the formation and automation of the skills of syllable fusion or reading whole words.
Experience of working with children with dyslexia shows that it is quite difficult, and sometimes impossible, to teach them to merge using traditional methods. As an alternative, a semi-global method is proposed. Its main difference from the analytical-synthetic method is that the child is provided with conditions for memorizing the syllables as a whole, as an integral unit of reading, bypassing the merging procedure.
In the classroom for the automation of syllable fusion, a 36-cell table (6x6) is already used. Control of the formation of automation is carried out in terms of the dynamics of the time spent on one table. In the course of daily work with a couple of tables, the lookup time gradually decreases and then stabilizes.
The tables contain syllables of different levels of complexity. After automating one type of syllable, the speech therapist gives tables with the next type of syllables or words. Tables of the same level of complexity are given in the classroom until the first day of work with a new table, the search time is close to 3 minutes (for a 36-cell table). This will mean that this type of syllable is automated and you can move on to training more complex syllables.
Examples of different types of syllables in the tables:
- SHOL, VIT, CHOP, GAM, RICH, FUM, etc.
- AVO, UTO, OSA, ITA, ECO, UHA, etc.
- BRA, OUT, ROTE, DRO, LIFE, in vain, etc.
- BUSH, CRANE, DESK, RINGING, BRIDGE, etc.
Working with tables can be as follows:
The speech therapist randomly names the syllables of the table and invites the child to indicate the corresponding syllable in the table as quickly as possible and read it. The requirement to quickly find a syllable forces the child to globally identify it, which greatly speeds up the search compared to reading each syllable letter by letter. The same way of working is used in the first stage.
Another way of working is when the child is offered tables and their corresponding words, consisting of the syllables included in the table. The speech therapist names words. The task of the child is to find these syllables in the table in the correct sequence.
When working with syllabic tables, the principle of building up syllables should be applied.
AN Kornev proposes a discrete sequence of transitions from elementary reading units to more complex ones. As an example, an approximate scheme of such transitions is given:
Teacher - speech therapist Panova L.S. syllabic tables were developed on the basis of the methodology of Kornev A.N. The main technique used when working with tables is “naming - searching - reading”.
All tables represent single system to automate and expand the "operational reading unit" (OPEU).
In subsequent work, you can use a technique that contributes to the holistic recognition of words, stimulation of reading comprehension and the development of short-term verbal memory.
The speech therapist offers the children a text and a table made up of the words included in this text. But the words are in random order. The speech therapist reads one sentence at a time. The child must find in the table the words included in the sentence in a certain sequence.
Bug was carrying a bone across the bridge. He sees her shadow in the water. The bug decided that it was not a shadow in the water, but a bug and a bone. She and let her bone in order to take it away. She didn’t take that one, but her own went to the bottom.
The jackdaw wanted to drink. There was a jug of water in the yard, and the jug only had water at the bottom. Jackdaw could not be reached. She began to throw pebbles into the jug and poured so many that the water rose and it was possible to drink.
It is advisable to select texts that are adequate in terms of the syllabic structure of words in relation to the operational reading units formed in the child (consisting mainly of the syllables SG, GS or SGS or including the syllables SSG, SSGS).
The material for reading texts must be selected in accordance with the level of complexity of the formed operational reading units. At the same time, the most important indicator of the complexity of the text is the rhythmic and syllabic structure of words. The need to take this indicator into account when selecting texts offered to children at the initial stage of learning to read was pointed out by L. N. Tolstoy. The texts of the primer compiled by him are a clear illustration of this.
According to Shvachkin (1948), L. I. Rumyantseva (1952), the selection of primer texts should be carried out with a gradual complication of the rhythmic and syllabic structure of words. You should start with simple two-syllable words with choreic (SUMMER, PUDDLE) and iambic (FOX, WATER) rhythmic structure, then three-syllable words with the size of amphibrachs (COW, SAWING, RUN), then - dactyl (WOOD, FUN) and anapaest (SHORE , PIES). In the same sequence, words with a confluence of consonants are entered.
According to L. I. Rumyantseva (1952), words with the GSSG structure (ARKA, WINDOW, ELKA) cause greater difficulties in reading than the above SGSG. The location of the consonant cluster in relation to the stressed syllable is essential.
The easiest construction is the words in which the consonant cluster is in the pre-stressed position. Unfortunately, in teaching aids for reading, offered even in the 1st grade (“Spring”, etc.), the above characteristics are practically not taken into account. Therefore, to work with children with dyslexia, it is necessary to specifically select and adapt texts for reading, coordinating them not with the chronological age and grade in which the child is studying, but with the “age of reading”.
Exercises with syllabic tables are more conducive to the formation of the skill of reading “to oneself”. Ultimately, this kind of reading is the main goal of learning. However, during the first 3 years of school, children often have to read aloud. Therefore, this type of reading also needs to be developed, although it is only an intermediate stage in the process of mastering fluent automated reading.
In the correctional course, it is necessary to provide exercises that develop the expressiveness of reading and the correct placement of stress. For this, it is appropriate to use reading - staging stories or fairy tales with the distribution of roles between children. Some special exercises also contribute to this:
a) reading words combined into groups with the same rhythmic and syllabic structure. As the experiments of L. A. Rumyantseva (1952) showed, it is easier for children to read groups of words that have the same syllabic and rhythmic structure. As you progress in the reading technique, groups of up to 50 words are given: disyllabic, trisyllabic with syllables such as SG, GS (MOON, MUCH, COW), disyllabic and trisyllabic types SGSGS, SGSGSGS (WREATH, HAMMER), monosyllabic, disyllabic and trisyllabic words with confluence consonants (LEAF, ARCH, TRAIN, WOLVES, WALL, GLASS, STEPS, CARD).
b) reading, differentiation and explanation of the meaning of words that differ only in stress (homograph words):
M was poured into the bag at ka. Sasha and Andrey drank and milk. Seryozha at a math lesson in s read from one number to another.
I. N. Sadovnikova (1995) in her book gives a number of exercises designed to set up expressive reading.
- I.Formation of the skill of understanding the text
- Kornev A.N., Ishimova O.A. Methods for diagnosing dyslexia in children / methodological guide, St. Petersburg: Publishing House of the Polytechnic. university, 2010
- Kornev A.N. Reading and writing disorders in children: Educational and methodological manual, St. Petersburg: MiM, 1997.
As practice shows, in most cases in children with dyslexia, a full reading comprehension is impaired to a certain extent [M. Cole, 1989]. This is manifested mainly in the sphere of pragmatic use of the information contained in the text. At the same time, a formal check of understanding by retelling can give very decent results. In some types of dyslexia in children, reading comprehension suffers severely. In this regard, special work to develop the ability to fully understand printed texts seems necessary in all cases.
1. In the process of work, it is obligatory to control reading comprehension by retelling or selecting plot pictures that correspond to a fragment of text or a sentence (Fig. 29).
2. M. I. Omorokova, I. A. Rapoport and I. Z. Postolovsky (1990) propose a system developed by them for testing and developing self-control skills for reading comprehension when reading “silently”. After the children finished reading the text, they were offered test tasks of one of 4 types.
Verification tasks of the 1st type. Short (one-, three-phrase) texts end with questions: “Why?” (or "Why?"). The data to answer the question is not directly contained in the text. Example: “The dog chased the cat. The cat climbed the tree. The dog stopped. Why?
Verification tasks of the 2nd type. One word is missing from the short text, the meaning of which becomes clear from the context. The reader is asked to choose the missing word from the two given. Examples: “What will I eat soup with? Give me…” a) a fork, b) a spoon. "Peel the potatoes! I will…” a) eat, b) cook.
Verification task of the 3rd type. After each short story, a control sentence is given that either agrees with the meaning or contradicts it. Children must make the right choice. Example: “There was a storm. She knocked down a tree. The tree is on the ground. The children feel sorry for him. After all, they put him in." The tree was old (yes or no?). Children must justify their answer.
Verification task of the 4th type. After each story (about 10-15 phrases), from 3 to 5 control sentences are given, some of which agree with the meaning of the story, and some do not. Some of them (A) are designed to test understanding of the specific content of the text, and the other (B) is generalized. Example: “The holiday is coming soon. House cleaning. Mom cleans the windows. I help my mother. Dad is painting the balcony. I help my dad and my mom. We finished cleaning for dinner. Grandmother came in and said: “What good fellows you are!”” Control sentences: A) 1. Soon the day off. 2. Mom cleans the windows. 3. Dad is reading a newspaper. B) 4. Grandmother praised us. 5. We worked together.
In another manual, designed to develop understanding in the 1st grade, the authors provide extensive training material built on similar principles [Postolovsky I. 3., Omorokova M. I., 1991].
www.podolsklogos.ru
Educational and methodical manual on speech therapy on the topic:
Dyslexia.
Preview:
Municipal educational institution Secondary school No. 7
Dyslexia. Ways to overcome.
Reading disorders are one of the most common forms of speech pathology in school-age children. The doctrine of violations of written speech has existed for more than 100 years. To date, a certain concept of the interpretation of written speech has developed as a complex mental activity of a person, necessary for him in Everyday life. The problem of written speech is devoted to the works of Luria A.R., Kornev A.N. Lalaeva R.I., Levina R.E., Kashe G.A., Spirova D.F., Sadovnikova I.N. and other specialists.
Modern ideas about higher mental functions are based on the teachings of A.R. Luria, Tsvetkovoy L.S. and others who became the founders of the systematic study of the neurophysiological mechanisms of the psyche. According to the theory developed by these researchers, any higher mental function is a complex system, the operation of which is provided by a number of interconnected brain areas. A.R. Luria singled out three blocks formed by special structures of the brain and performing all mental functions at different levels. The first block provides the regulation of tone and wakefulness. The second block performs the reception, processing and storage of information. The third block implements programming, regulation and control of mental activity. It was A.R. Luria in his works for the first time described the functional system of writing. Considering the psychophysiological, psychological and social closeness and inseparability of writing and reading skills, it is possible to distinguish the components of the functional reading system:
- processing of visual information;
- processing of auditory information;
- processing of kinesthetic information;
— processing of visuospatial information;
- serial organization of movements serving reading (motor and articulatory eyes);
- programming, regulation and control of reading operations.
Reading is a complex skill. Essentially it is a combination of several skills. Of these, the most interesting are: a) the way of reading; b) speed (tempo) of reading; c) correctness; d) reading comprehension. Of these, the most informative is the way of reading and understanding the text. The main indicator of the formation of technical indicators of reading is the way of reading, i.e. the maximum number of characters that a child can recognize at one time. The given number of characters in this case is its operational reading unit.
Dyslexia is a partial violation of the reading process, manifested in persistent and repetitive reading errors due to the lack of formation of higher mental functions involved in the reading process.
In dyslexia, the operational reading unit is usually less than one decimal place, and reading speed rarely reaches the grade 2 level, even after many years of study. The mistakes that children with dyslexia make do not qualitatively differ from those that are normally observed in beginners to master reading. Reading comprehension suffers with dyslexia to varying degrees. Sometimes it is not grossly violated, and sometimes it is almost absent (the so-called mechanical reading).
With dyslexia, the following groups of errors are noted:
Lack of assimilation of letters, inaccurate correlation of sound and letter, which manifests itself in substitutions and mixtures of sounds when reading: a) substitutions and mixtures of phonetically close sounds (voiced and deaf) (for example, tevochka, lobata); affricates and sounds included in their composition (for example, dandelion; b) replacement of graphically similar letters (Х-Ж, П-Н, etc.); c) undifferentiated, variable substitutions (F-M-L, etc.)
Letter-by-letter reading is a violation of the fusion of sounds in a syllable and a word.
Distortions of the sound-syllabic structure of the word: a) omissions of consonants during confluence (bench - kameka); b) omissions of consonants and vowels in the absence of confluence (parovoz-parvoz); c) adding sound (in the rain - in the rain); d) permutation of sounds (shovel - lotapa); e) omissions, permutations of syllables (kanava-kavana).
Impaired reading comprehension, which can manifest as single word and at the sentence and text level.
Word substitutions (overwhelmed - slammed).
Agrammatisms in reading. Most often there are errors in the agreement of a noun and an adjective, violations case endings, changes in verb endings
The ratio of reading errors depends on the stage of mastering the reading skill. At the analytical stage of mastering reading, sound substitutions, violations of the fusion of sounds in a syllable (letter by letter reading), and distortion of the sound-syllabic structure of a word predominate. Reading comprehension disorders are most often secondary, they are caused by technically incorrect reading. At the analytical-synthetic and synthetic stage of mastering the reading skill, the dominant errors are distortions of the sound-syllabic structure of the word, agrammatisms, word substitutions, as well as violations of reading comprehension.
The entire world scientific community unanimously agreed with the opinion that for professional diagnosis of reading disorders one cannot do without standardized methods.
Neuropsychological diagnostics, examinations of writing and reading junior schoolchildren developed Akhutina T.V., O.B. Inshakov. The technique allows specialists to comprehensively assess the difficulties in mastering reading skills in primary schoolchildren studying in general education schools, is of a test nature, allows you to obtain not only quantitative, but also qualitative characteristics of mental functions studied in children, to assess the psychological mechanisms that underlie reading disorders in children .
There are many different methods for examining reading in children, and they must be used strictly differentiated, depending on the level of the child's mastery of the reading skill, on the stage of its formation, and also in the order of gradually increasing complexity. This will allow you to determine what the main difficulties of the child are.
Children who have just begun to learn are encouraged to read individual letters. As a complication of the task, you can use font options. Then offer to find a certain letter among others. It is necessary to pay attention to the rate of the child's conversion of a grapheme into a phoneme and vice versa, the persistence of errors.
Next, children should be offered reading simple syllables, three and four letter syllables, frequent words, low-frequency words, orthoepic reading of frequent words, low-frequency words, reading phrases and words and texts of varying complexity.
Such parameters as the correctness, the number and nature of the mistakes made, the correctness of the chosen direction of reading, the difficulties of visual tracking are subject to evaluation. The use of finger tracking during reading and the hand that is performed, the placement of stress, the correctness of phonetic reading, the formation of orthoepic reading of frequent and low-frequency words, the productivity of reading, speed, reading method, expressiveness, the ability to compose a retelling of the text, the accessibility of the text are recorded.
The method for early detection of predisposition to dyslexia was developed by Kornev A.N. (1982) He proposed a number of tests, which include: "Nuclear speaking", "Rhythms", "Ozeretsky's test" Fist - rib - palm ", subtest "Repetition of numbers".
A.N. Kornev and O.A. Ishimova, developing a methodology for diagnosing dyslexia in students in grades 2-6, to identify children with a predisposition to dyslexia before starting school, presented the age norms of the main reading indicators of the Moscow population of schoolchildren. The forms of reading diagnostics are defined:
- as an indicator of the success and effectiveness of the educational process;
- psychological and pedagogical diagnostics of reading to identify children who are lagging behind in learning to read and who need corrective help from a teacher;
— differential diagnosis of reading disorders in children.
Accordingly, the study of reading skills is carried out in three stages:
The first stage: with the help of the Standardized Methodology for the Study of Reading Skill (SMINCH), the level of formation of the reading skill is established, the coefficients of reading technique (K T Ch) are calculated and their correspondence to the intellectual development of the child being examined is determined.
Second stage: if dyslexia is diagnosed during the study at the first stage, then according to the AVM-WIS testing, the resistance of the identified disorder and its prognosis are determined.
The third stage: when the decision is made to include the child in the correctional group, using the Test of Operational Reading Units (TOPEC), the type of syllables to be trained to start work is determined, and the syllabic complexity of the words available to the child for reading at this stage.
The study of reading with the help of SMINCH is intended for clinical and psychological diagnostics in the practice of speech therapists and psychologists, and should be carried out individually. It is necessary to create a relaxed atmosphere in relations with the child, to establish contact.
Two texts are offered: “How I caught crayfish”, “Ungrateful spruce”. The speed and correctness of reading are investigated. Based on the results of reading the texts, two scales for evaluating KTCH1 and KTCH 2 will be obtained. When studying the qualitative features of reading, 6 gradations of the way of reading are assumed (Kornev A.N. 2003): letter-by-letter, letter-by-letter - to syllabic, syllabic, syllabic - to reading whole words, whole words and groups of words. To assess the dominant way of reading, to undergo a more in-depth examination, you can use TOPECH.
After reading the text, reading comprehension is checked by answering 10 standard questions given in the methodological guide. A sign of a pathology that requires specialized assistance in Moscow is an extremely low level of reading comprehension. The TOPECH technique is used to determine the limiting degree of complexity (number of characters) of operational reading units that are automated in a child. Based on the results of the study of reading technique (speed, correctness and method of reading) and the quality of understanding, a diagnostic conclusion is drawn up and corrective work is planned to overcome this violation.
Correctional work to overcome dyslexia is based on generally accepted didactic principles. The techniques for developing reading techniques are: choral, “buzzing”, whispering, conjugated, reflected, independent, with an obligatory tactile sensation.
The formation of reading skills involves the following steps:
- mastery of sound-letter designations;
- development of techniques for continuous reading of words (synthetic techniques)
Directions of work to eliminate dyslexia correspond to the lack of formation, violations of a particular function. The main tasks of correcting dyslexia caused by the lack of formation of oral speech (FFN) are:
The elimination of dyslexia caused by systemic underdevelopment of speech, in addition to the correction of phonetic and phonemic processes, should solve the following tasks:
- quantitative and qualitative enrichment of the active vocabulary;
- development of word formation skills;
- clarification of the meanings of syntactic constructions;
- development of skills for constructing a coherent statement;
These tasks are implemented in the system of traditional speech therapy classes and constitute their main content, developed and covered in the works of G.A. Kashe, R.I. Lalaeva, L.N. Efimenkova, G.G. Misarenko, T.B. Filicheva, G.V. Chirkina, A.V. Yastrebova and others.
The goal of correcting dyslalia, which is mainly due to the immaturity of visual functions, is to teach the child how to process visual material that would allow him to effectively perceive visual information and provide the conditions for successful mastery of the visual components of reading. The tasks of correctional and pedagogical work are to develop and correct the gnostic and motor components of students' vision. The methodology includes two blocks:
The tasks of developing and correcting gnostic visual functions include: the development of voluntary visual attention, visual analysis and synthesis skills, and visual memory.
Developing and correcting visual motor functions, we work on the accuracy of tracing eye movements, the formation of a strategy for scanning the perceptual field, visual-spatial representations and the development of visual-motor coordination.
The method of work on the formation of a stable skill of following the gaze in the direction from left to right and combining this skill with a synchronous movement of the hand was developed by O.T. Inshakova. The material of visual dictations by I.T. Fedorenko. Memorization techniques underlie the mnemotables developed by N.A. Gurieva.
Tasks are selected according to the principle of increasing complexity. At each stage, correctional and developmental tasks are first solved using picture material that is well known to the child, and only then is alphabetic material (letters, syllables, words, sentences) introduced into the work. In addition, the picture material offered to children is also gradually becoming more complex: from realistic color to black and white and then to silhouette and contour, which is a preparation for the perception of letters and numbers.
Long-term practice of working at a speech therapy center with primary school students who have a mildly pronounced OHP, OHP shows that dysgraphia is easier to prevent and eliminate than dyslexia. An analysis of the results of the end of the year in the Russian language and reading convinces us that dysgraphic errors are almost completely eliminated, children make fewer spelling errors, while the reading technique of some students remains at a low level. The problem of studying dyslexia in students secondary school needs further research and development.
List of used literature.
1. Luria A.R. Essays on the psychophysiology of writing. M., Publishing House of the Academy of Pedagogical Sciences of the RSFSR, 1950.
2. Kornev A.N., Ishimova O.A. Methods for diagnosing dyslexia in children / methodological guide, St. Petersburg: Publishing House of the Polytechnic. university, 2010
3. Akhutina T.V., Inshakova O.B. Neuropsychological diagnostics, examination of writing and reading of younger schoolchildren: a methodological guide. - M.: V. Sekachev, 2008.
School of winners vladimir dovgan divorce Leading coach of success in Russia; One of the first dollar multimillionaires in Russia, who created his fortune solely with his own intellect; The first person-brand in Russia, the Dovgan brand in the mid-1990s united a […]
