Written tests for the study of dysgraphia for students in grades 1-4.

Dysgraphia is a psychological deviation from the norm, characterized by a violation of the child’s written speech, not associated with ignorance of the rules of the Russian language. At the same time, the student is not able to write words, phrases, and texts correctly. He makes several non-standard, incomprehensible to most people, errors in one word.

The problem worries parents, since children with dysgraphia cannot study normally and complete tasks in the Russian language at the level of their peers. This often makes them outcasts and negatively affects their future lives.

Some parents, even teachers, don’t understand what’s going on: they scold the student for inattention, stubbornness, and lack of effort. In fact, the child needs help: and the sooner it is provided, the better.

To cope with writing disorders, it is important to diagnose them early. Timely identification of abnormalities will help overcome the disease, and will also give the child a chance to live a full life without problems and complexes.

What are the causes of dysgraphia?

The correct writing of words and the expression of one’s thoughts on paper largely depend on the correct formation of oral speech.

There are 2 groups of causes of dysgraphia:

1. Diseases suffered at different stages of the development of the nervous system and brain. These include maternal illness during pregnancy, birth injuries, further serious infections and damage to vital organs.
2. Social and psychological: communication with people who have pronunciation defects, learning several languages ​​from early childhood (for example, in bilingual families), lack of correction of speech errors by parents.

These factors often lead to the formation of non-standard sound pronunciation and sound perception (phonemic hearing), and negatively affect the lexical, grammatical and coherent components of the child’s speech.

Methods for identifying dysgraphia

Identification of dysgraphia is a complex process, which is based on solving the following problems:

1. Distinguish an illness from ignorance of the rules of spelling words.
2. Distinguish between this type of disorder and pathologies of the organs of vision, hearing, and ENT organs.
3. Determine the form of the disease.

If there is a suspicion that a child has a pathology, you should consult with specialists:

• ophthalmologist - will see eye diseases and cerebral circulation disorders;
• otolaryngologist – examines for diseases of the throat, ears and nose;
• the dentist will see defects in the structure of the teeth, which may interfere with the correct pronunciation of words and indirectly contribute to their illiterate spelling;
• neurologist - will determine the state of the central nervous system and the problems existing in this area;
• speech therapist - will identify the presence of oral speech defects and their relationship with errors in writing, determine the type of dysgraphia.

The main stages of diagnosing dysgraphia are:

1. Research of written works.
2. Study of the patient’s physical, mental, speech development, condition of the organs of vision and hearing.
3. Examination of the articular apparatus, manual and speech motor skills, determination of the dominant hand.
4. Study of the level of sound perception, sound pronunciation, vocabulary of the child, knowledge and use of lexical and grammatical basics.
5. Conducting a writing test.

Written language analysis involves identifying the disorder by presenting the child with various written tasks, after which a verdict is made. Types of written tasks for diagnosing dysgraphia: copying from handwritten and printed texts, describing pictures, dictations, tests.

In preschool children, the risk of subsequent problems with writing is identified by the quality of their drawings. Potential dysgraphics aged 3-6 years are drawn reluctantly, with uneven lines, abruptly, and unclearly. This is often due to undeveloped finger muscles and poorly developed hand motor skills.

Testing to determine dysgraphia in a child

Testing is considered an effective method for identifying writing disorders in primary school students. Tests can be compiled general or for specific types of dysgraphia.

They allow you to learn the following child skills:

• perceive words, phrases, sentences by ear and write them down;
• divide words into syllables and sentences into words;
• correctly identify sounds;
• connect words by gender, number, case;
• make up words and phrases;

Test execution rules:

1. Compliance with the established sequence of test tasks.
2. If there are any missed items, you need to return to them after completing the test.

Example of test tasks:

1. Make up a phrase using the word in brackets in the correct form:

a) buy a (guinea)__________ pig; b) take (sticky)__________dough; c) get a (solid)_________A.

1. Can you form a word from the given letters?

a) KOSHLA; b) CHEBUKIN; c) MONLEY.

1. Cross out the syllable indicated in brackets on the line:

a) (pi) neither ip pi nor il pi ip; b) (shu) shu shu ush ush tsu do shu schu; c) (ah) oh cool as much oh ah ah as much as oh ah cool.

Often, tests to determine dysgraphia include dictations, as well as analysis of visual aids (pictures with letters, syllables, drawings).

The conclusion is made not only based on the test results, but also on the speed at which the student completes tasks. Children with writing impairments complete each block slowly, and the design of the work usually contains numerous crossed-outs.

Diagnosis of disorders

Teachers or parents who encounter difficulties in reading and/or writing in a child should contact a speech therapist

. A speech therapist, using special techniques, identifies the presence of writing and/or reading impairments and recommends additional examinations.

It is necessary to determine the child’s neurological status ( examination by a neurologist

), exclude hearing loss in the child (an audiometric study is performed), and correct vision if necessary.
Frequent or chronic illnesses ( a pediatrician's opinion
), leading to absences from classes, reduce the effectiveness of training in general and correctional work, in particular, due to unsystematic nature.

Neuropsychological examination

and subsequent classes are most often included in the program of diagnostic and corrective work.

Diagnosis of types of dysgraphia

Depending on the type of mistakes that a child diagnosed with dysgraphia most often makes, there are 5 types:

• ungrammatical;
• optical;
• articular-acoustic;
• acoustic;
• dysgraphia with disorder of language analysis and synthesis.

Diagnosis of each type of writing disorder differs in a specific technique and has its own characteristics.

Agrammatic dysgraphia

Agrammatic dysgraphia is associated with a disorder in understanding the connection between different parts of a sentence and their dependence on each other. The student makes mistakes when changing words by gender, number, cases (blue dress, kind girl), using verbs in different forms, spatial prepositions (on, under, for, in).

Identification by a professional of agrammatic writing disorder in children involves the use of the following methods: writing a dictation, written and oral test tasks using visual aids.

In the dictation of a child with agrammatic disorders, numerous errors and corrections will be found related to the endings of adjectives, nouns, the spelling of prefix verbs, omissions of words and phrases.

Tests for agrammatic dysgraphics include tasks to check understanding:

1. Differences between singular and plural nouns, adjectives and verbs:

Write the form of using the word in the indicated quantity: one mug, two_______, seven______.

1. Case and gender endings of adjectives:

Use the word in brackets in the correct form: eat a (juicy) pear.

1. Verb prefix changes:

Put the verb in brackets in the required past tense form: he (go) from the entrance, he (go) into the entrance

1. Uses of perfect and imperfect verbs:

Use the verb in the correct form: Yesterday after a walk he came home and (eat) two plates of potatoes with herring. Now Sergey (is) borscht in the kitchen.

1. Definitions of verb gender in the past tense:

Insert verb in past tense: dog (to run), cat (to run)

1. Collateral relations:

Use the verb in active and passive forms: the boy (to wash) himself, dad (to wash) the boy.

1. Prepositions that express the spatial relationships of things:

Insert prepositions: find a thing__on the table, put slippers on__the bed, buy dill__at the market.

1. The relationship of objects and phenomena - what happened before, what after; who was in front, who was behind:

Answer the question: The giraffe stood behind the elephant, but in front of the hippopotamus. Who was the first?

Oral tests usually use pictures and cards for ease of use and a more informed diagnosis. Here, tasks are given for the child to compose and write down phrases and sentences with the help of visual aids.

Children without written language impairments will write such a test without difficulty, making a minimum of mistakes. Children with agrammatic dysgraphia perform no more than 60-70% of tasks correctly.

Dysgraphia with impairment of language analysis and synthesis

This type of dysgraphia is expressed in a violation of the perception of a word as a set of syllables, and a sentence as a set of words and phrases. Children with this deviation rearrange, skip letters (consonants when they are combined, vowels), even whole words, and write 2 letters in a row. Diagnosis is carried out on the basis of dictations and tests.

A dictation for a schoolchild with a violation of language analysis and synthesis will show omissions of letters, phrases, spelling them together, and rearrangement of letters and syllables. Self-test will only partially help in this case.

This type of dysgraphia is also determined by conducting tests. They use tasks to compose words from letters, sentences from words, and calculate the number of syllables in a word.

Example test:

1. Make a word from letters:

a) BLAOKO; b) NOKO; c) SHORGOK.

1. Make a word from syllables:

a) RE KA TA; b) RAT PI; c) STRUKA LA.

1. Determine the number of letters:

a) river; b) root; c) club.

1. Count the number of syllables:

a) PYRAMID; b) STRAW c) PIRATE.

1. Make a sentence from the words:

a) went to Masha’s garden; b) a dog is gnawing on a bone; c) the cat climbed the tree.

Articular-acoustic dysgraphia

With this form of dysgraphia, the child pronounces certain words incorrectly, which causes errors in their spelling (confuses the letters r-l, k-g, zh-z, sh-s, sh-f). Testing methods, dictations and oral communication with a speech therapist will help determine articulation disorders.

Dictation and test tasks will reveal confusion in the writing of those letters that children most often do not pronounce.

Test for determining articular writing disorders:

1. Insert one of the following letters:

a) t(l,r)acto(r,l), (h,g)y(g,h)el; b) (g,k)oster, (W,s)a (s,w)a; c) (ts,h)ek, (s,ts)aplya

1. Insert the required letter:

a) Mom is cooking delicious food; b) The bee killed him; c) The bicycle was driving along the highway; d) Scout on horseback _four knights; e) _obaka uku_ila _arya.

Communication with a speech therapist will show whether there are errors in the pronunciation of sounds and how much they affect the quality of writing. If a student pronounces a sound incorrectly, he may write it with errors.

Acoustic dysgraphia

Children with acoustic writing disorder do not have problems with pronunciation, but sound perception is impaired. They confuse letters that sound similar. For example, instead of voiceless consonants, voiced ones are used (p-b, k-g, t-d), instead of vowels, 2 rows are used with a soft sign, one hissing consonant is replaced with another (f-s, s-sh), this does not indicate the softness of the sound.

This type of writing disorder is most often determined using dictation.

Dictation tasks:

1. They admired the sunset (yew, yew).
2. He was supposed to arrive at eleven o'clock (t-d)
3. Sasha ate one dryer and put the rest in the closet (sssh).
4. A cold drop fell on my palm (yah, yah).
5. He took a brown bottle and threw it into a full bucket (replacing row 2 vowels).
6. The priest fell and hurt his forehead (b-p).
7. Sparrows flew into the fence(s)

An acoustic dysgraphic person will write the words incorrectly in such a dictation, replacing the letters in them with one or more similar-sounding ones. Based on such tasks, you can create tests with missing letters.

Working in the city psychological-medical-pedagogical commission, I often encounter such a common problem among schoolchildren, not only junior, but also middle-level students, such as dyslexia and dysgraphia. The entire learning process is based on writing and reading, so these violations greatly interfere with children’s ability to master the program, make them “unsuccessful” and bring upon them the discontent of teachers and parents. Such children are considered lazy, inattentive, and absent-minded. And instead of help, these students often see only reproach, which does not contribute to their self-confidence and deprives them of the desire to learn.

Considering the relevance and severity of this problem and seeing how many children with dyslexia and dysgraphia passed before me during the school year, I could not help but become interested in this issue. I studied theoretical research in this area and carried out practical work with dysgraphic children. I would like to present the results of my work in an article that, I dare to hope, can help parents who are faced with this problem, as well as teachers working with dysgraphic children.

Dysgraphia is a partial specific writing disorder, the inability (or difficulty) to master writing with normal intelligence. The etiology of dysgraphia can be different. Disturbances may be associated with the underdevelopment of certain areas of the brain or with the immaturity of mental functions involved in the process of written speech. For a child to write correctly, it is necessary:

• good interhemispheric interaction, i.e. hear the sound and match it with the corresponding letter;
• acoustic perception and sound-letter analysis, the formation of phonemic hearing and a good volume of auditory perception are of great importance;
• good articulation;
• visual perception and spatial representations (otherwise the child will mirror the letters on the letter, confuse letters that are similar in spelling, not follow the line, and handwriting will also suffer);
• formed mechanisms for switching from letter to letter, from syllable to syllable, from word to word (otherwise the child will get stuck on one letter, circle it several times, write unnecessary elements);
• sufficient level of self-regulation;
• hand-eye coordination, as well as good levels of attention, thinking and short-term memory.

How to understand that a child has a writing disorder and needs qualified help from a specialist? It is necessary to carefully study the mistakes that the child makes in the notebook:

• missing letters;
• repetition of the same letter;
• replacing letters;
• underwriting of letters, words, rearrangement of syllables;
• errors in stressed syllables;
• mirror writing of letters;
• the absence of a period at the end of a sentence and the loss of a capital letter at the beginning;
• difficulties in dividing words into syllables, placing stress, and performing sound parsing of words;
• “Clumsy handwriting” (letters slipping off the line, letters of different height and width, different slant).

If you find these signs in your child’s writing, then you need the help of a speech therapist.

How can a speech therapist diagnose dysgraphia ? A comprehensive examination is required. To examine oral and written speech, a speech therapist can use any diagnostic speech therapy manual . vocabulary , his sound pronunciation , and the level of development of phonemic perception can be checked using object pictures. To test visual perception , show your child drawings with objects superimposed on each other or under-drawn. To check the formation of spatial concepts, Taylor figure , and for children under 7 years old - a series of Denmann . To check the degree of concentration and attention, the following proof tests are given:

shvaraploprzhleznschgshzhdbrvdlnshchgnuopdshnschshn dlugryulkgushnschshedvdmragneschtsshugnshopdylae tbmchrpygfzhushknegyshchdopoarplrtsgkhyshchydorshsch ploneschtsoabtmyasflvoarpschtsshgkeyshkopoavrpschge shchasmtolyaprzzsheggknedu lazpkgneschshgeishuoplzh fjporuschshkneuolyubtyutyubzhudlvotiftftsdorl sjdvshshknulatiyusyamnrptsghyshetsltriyaasheshnd nzhvdpkshnewlptitfdulknpfzhlaitmtifzhdlrzlp

The letters are typed in random order, the first part of the text is a traditional font, the second is italic. Approximate task: cross out all the letters N, and from the middle, where the font changes, all the letters T. If a child missed 2-4 letters, this is a good result, 5-7 - perhaps he has problems, 8-9 - a must work with it. will also help us a lot both in diagnosis and in further work . It will also be necessary to determine the child’s lateration and ability to navigate in his own body: clasp his hands, cross them on his chest, draw a circle on the table with his finger, etc.

Before moving on to issues of correction, I would like to draw your attention to a problem such as the unpreparedness of many children to master knowledge. Mastering writing and reading requires balanced functioning of the whole brain. The brains of many children cannot cope with processing information coming from the senses - vision, hearing, tactility, etc. Advice to read and write more usually does not bring results. Problems with reading and writing always have specific neurological causes. They force the brain to work in constant overload mode, which is why the child is often tired or, on the contrary, too active. Laziness, inattention, and lack of motivation to study are the result of a “breakdown” of brain mechanisms. These mechanisms provide communication between the brain and the body and control of movements. The brains of such “unsuccessful” children do not know how to effectively extract, process and assimilate information coming from outside. This situation can be changed for the better if the child is provided with the right neuropsychological assistance in a timely manner, therefore in speech therapy practice I use elements of neuropsychological correction.

Example neuropsychological exercises for correcting dysgraphia:

1. Breathing exercises:

• lying on your back, arms along your body: inhale through your nose - exhale through your mouth, as you inhale, your stomach inflates, as you exhale, it deflates;
• in the same position: inhale - hold your breath - exhale - hold your breath, can be replaced with clapping.

1. Gross motor skills:

• tightrope walker: the child walks in a straight line, putting his heel to his toe, then placing his legs crosswise;
• “blacksmiths and haymakers”: children fold their hands as if they had a hammer in their hands and “forge iron”, then imagine that they have a scythe in their hands and “mow the grass”;
• walk with an object on their head;
• games with a ball: an adult throws a ball into the child’s hands, from below, from above, straight, a little to the left, a little to the right, a little lower, a little higher; the adult rolls the ball to the child while sitting on the floor, then the child puts his right hand behind his back and rolls only with his left, then only with his right; a child and an adult roll small balls to each other at the same time, which should not collide; a child and an adult throw tennis balls from hand to hand.

1. Fine motor skills:

• open your left palm and place your right fist in it, change position - place your left fist in your open right palm;
• bend your index fingers and clasp them, repeat with the middle, ring and little fingers;
• forearms lie on the table, turn one palm up, the other down at the same time, alternate positions;
• "fist - rib - palm."

1. Eye exercises:

• the child lies on his back and follows with his eyes the bright dot at the end of the handle; it stops in extreme positions at three levels (at arm's length, the arm bent at the elbow and at the bridge of the nose);
• the child is in the same position, the adult raises the object above the bridge of the child’s nose at arm’s length, and then lowers it directly to his nose, the child follows the object with his eyes;
• The child’s mouth is open, his tongue is protruded and moves in the direction opposite to the eyes, and the adult draws a “cross” in the air with a bright object at three levels (at arm’s length, the arm bent at the elbow, and at the bridge of the nose).

1. Graphic tasks:

Divide the sheet in half and use both hands to simultaneously draw different geometric shapes (for example, a circle and a square). Having drawn them, the child traces the figures, without lifting his hand and trying not to deviate from the contour, in different directions. The child starts with the command “start” and ends with the command “stop”. It is necessary to put a line at the beginning of drawing a figure; when passing this line, the child should click his tongue, stomp his foot or say “ta.”

These are basically exercises familiar to all speech therapists, which they use in one way or another in their work.

Moving directly to the speech therapy correction of dysgraphia, I will first dwell on the choice of stationery for children with dysgraphia. It is better to choose pens and pencils that are “bumpy” and triangular for better grip and massage of the fingertips. It is useful to write with fountain pens. They form the correct hand position when writing.

For classes you will need a squared notebook. Every day the child needs to copy a small text into a notebook (1-2 lines to start with). We write one letter per cell, the letter should occupy the entire cell.

Everything that the child writes, he must pronounce out loud, and the pronunciation should be letter-by-letter, not syllable-by-syllable (M-O-L-O-K-O). It is advisable to highlight those letters in which the child makes mistakes.

Reading should be spelling: read as it is written (MO-LO-KO, ZO-LO-TO-GO, WHAT).

There is no need to offer children exercises in which they need to correct mistakes. Incorrect spelling can become ingrained in memory.

There is no point in forcing a child to rewrite assignments many times. If the exercise is large, we break it into parts.

Speech hearing training is carried out by repeating words, tongue twisters, selecting words to match given sounds, and analyzing the sound-letter composition of words. It is very useful to use playful and visual material to help you remember the shapes of letters (w - looks like a beetle, o - steering wheel, s - crescent, etc.).

Working with vocabulary words is required!

Several exercises that will help in the fight against dysgraphia.

1. Find words and write them separated by commas:

WHALE PULL CHICKEN GOAT

1. Insert the missing letters into a word, phrase, text.
2. “Filword”: for example, find and underline the names of birds by reading the letters horizontally and vertically.

WITH	T	R	AND	AND	G	R	A	H
H	WITH	IN	ABOUT	R	ABOUT	B	E	Y
A	ABOUT	IN	ABOUT	R	ABOUT	N	A	WITH
Y	Y	WITH	ABOUT	R	ABOUT	TO	A	Y
TO	TO	AND	IN	ABOUT	L	G	A	H

1. Texts without capital letters and periods (find sentence boundaries, put a period and a capital letter).
2. “Battleship”: read the code and write the words.

A	B	G	D
1	headlights	mo	current	sung
2	ter	duk	ra	tug
3	lo	at	knock here	ka
4	jackpot	svi	about	hand

A1G3 – (apron) G2A4D3 – (shell)

D1B2 - (chest) B3D2 - (iron)

G4D4 - (hoop) B4A2 - (sweater)

1. Various word games:

• cross out the repeated letters, make up a sentence (Slklolro nlallstlulplilt zillmlal.);
• insert into the set of consonants on the left the vowels on the right:

Sm rz tmr – dn rz tmr. e a oe oi a oe

• decipher the verbs (p - 2, t - 3): s2e3b, 3o23a3b, ki2ya3i3b;
• we read only black letters : k n about tta ; we read from largest to smallest: xantha; From smallest to largest: Oct.

1. “Proofreading”: you need a book with large print, the child crosses out, underlines, circles given letters in the text, the task is from simple to complex.
2. Reading “upside down”: we turn the text over and invite the child to read it.
3. Labyrinths.
4. Dictations. We dictate slowly. First, read the text in its entirety. Let's explain spellings together. Then we dictate the first sentence and explain the commas. We pronounce words with complex spellings. Then we dictate the sentence in parts and write it down, saying it out loud letter by letter.

Some recommendations for conducting classes.

1. The duration of the lesson is 30 -35 minutes.
2. Choose your office supplies carefully.
3. During classes, avoid negative assessments when the child fails, praise more often.
4. If the lesson turns out to be too difficult, postpone it, and then you can come back.
5. Develop a reward system, let the child evaluate himself.
6. You need to study until specific errors disappear from the child’s written work.
7. Work should be carried out from simple to complex, the speed of writing and reading should gradually increase.

In conclusion, I want to say that the origins of dysgraphia go back to the preschool period of a child’s education and it is then that work on the prevention of dysgraphia should begin. After all, prevention is simpler and more effective than correction. According to scientists and my deep conviction, without close cooperation between teachers, speech therapists and parents, success in correction is unattainable. My experience in this area convinced me that “it is not the gods who burn the pots” and “the one who walks can master the road.” If classes are conducted systematically, thoughtfully and all participants in the process are properly motivated, then there will definitely be results!

I wish you and your children success!