Diagnostics of the state of written speech

Diagnosis of the state of written speech

Diagnosis of the state of written speech

Diagnosis of the state of written speech includes an examination of the processes of writing and reading. To determine the level of development of students' written language skills, the speech therapist analyzes the children's written work, noting the types, nature and severity of specific errors. The examination reveals both the level of development of writing by ear and the state of the skill of copying from handwritten and printed text.

Texts for diagnostic work are selected by a speech therapist taking into account the age of the children and the duration of training (beginning, middle, end of the school year). At the same time, they must be accessible and contain speech material rich in sounds of all phonetic groups, including words of different sound-syllable structures. For an in-depth examination of writing skills, students may be offered the following types of work.

Material for examining the condition of the letter

1. Write down the words written in handwritten font:
bream, beetle, snow, bow, mouse, arctic fox, skates, zebra, woodpecker, fly, carriage, T-shirt, autumn, evening, acorn, carriage, turkey, butterfly.
Depending on the age, the speech therapist teacher can highlight or underline the words necessary for copying.

2.Copy down the words written in printed font:

cloak, mole, stork, flag, insect, birch tree, ladder, student, crack, fun.

3.Write down lowercase letters from dictation:
b, g, e, g, c, s, x, m, yu, v, e, w, i, t, i.
Each letter must be written separately. If a child does not remember how to write a certain letter, a dash should remain instead.

For example: b,

__,
e, g,
__,
s, x,
etc.

4.Write down capital letters from dictation:

D, F, Ch, U, E, Shch, K, V, 3, G, S, R, L, C, B.

Each letter must be written separately. If a child does not remember how to write a certain letter, a dash should remain instead.

5. Write down the syllables from dictation:

or, mi, sya, up, ode, stu, window, angry, apt, zhde, croup, vle, stumps, asho, hvy, urn, koch, osta, zhadi, schatz.

6. Write down the words from dictation:

ball, chair, rook, writing, strength, book, truth, ball, grass, fell, birch, step, spring, sick, run away.

7.Write down a sentence after listening once:

has
a fluffy bunny.
8. Copy the printed text (grade 1).

Cat and bird

The cat was sleeping on the roof. A bird sat down next to the cat. Don't sit close, little bird, cats are cunning.

Depending on the age, the appropriate text is selected.

9. Copy handwritten text (2nd grade, beginning of the school year).

Puppy

to puppies. Masha and Petya took one. The puppy whined loudly. The children fed the puppy.

For students of other classes, more complex and voluminous texts are used.

10.Write a dictation (2nd grade, beginning of the school year).

Cat

Misha had a cat. The cat's name was Ryzhik. Ryzhik's tail is fluffy. The boy often played with the cat. They were friends.

Dictation texts, as in the previous task, are selected in accordance with age and duration of study.

11. Write down the names of the pictures.

Compose and write down a short story based on a picture or a series of plot pictures.

Students can complete the proposed tasks on an individual form.

Puppy

Zhuchka gave birth to puppies. Masha and Petya took one. The puppy whined loudly. The children fed the puppy.

__________________________________________________________________________________________________________________________________________

9. Write a printed text (2nd grade, beginning of the school year).

Cat and bird

The cat was sleeping on the roof. A bird sat down next to the cat. Don't sit close, little bird, cats are cunning.

__________________________________________________________________________________________________________________________________________

10. Write a dictation.

__________________________________________________________________________________________________________________________________________

11. Write the names of the pictures:

__________________________________________________________________________________________________________________________________________

12. Compose and write a short story based on the picture.

__________________________________________________________________________________________________________________________________________

Diagnostic dictations

to test writing skills

(proposed in the works of I.N. Sadovnikova, L. I, Tikunova)

In the forest

Here is a big forest. There is a river behind the forest. Children are walking there. And the buzzer is here. Zoya and Zhenya are looking for mushrooms. Yura and Yasha found the hedgehog.

On the river

It was summer. Zoya and Sasha went to the river. Zoya was picking flowers in the meadow. Sasha was fishing with a fishing rod. Here's Zhenya. Zhenya has a pike.

Cat

Misha had a cat. The cat's name was Ryzhik. Ryzhik's tail is fluffy. The boy often played with the cat. They were friends.

Maple

There was a maple tree growing near the house. Birds sat on maple branches. These are jackdaws. Seryozha gave them crumbs of bread and grain.

In the meadow

Ksyusha was in the meadow. There is tall grass all around. A bumblebee sat on a white porridge. It hummed menacingly. The girl was not afraid of him.

By the sea

I lived by the sea. The sound of the waves woke me up. During the day I loved watching them play. The white combs were beautiful.

School

This is our school. Lush asters grow at the entrance to the school. Wonderful roses grow in the flower beds. I like my school.

Ducks

Ducks are swimming. Olga and Alyosha throw pieces of bread to the birds. Soon the birds will leave the pond. They will fly away to warmer climes.

Meeting

Kolya was fishing. The reeds rustled. It crawled out onto the grass. The boy didn't touch him. I was already basking in the sun. Snakes are not poisonous.

Secret

I'm walking through the forest. There are many secrets and wonders in the forest. Here a fluffy tail flashed. Who was that? It was a squirrel jumping.

Cat Fedya

Yasha had a cat Fedya. The cat loved to play in the bushes. Yasha searched for the cat for a long time. And he was sitting on the roof.

Spring is coming

The sun is shining brighter. The snow has darkened. There are large puddles all around. Buds swelled on the branches. There is green grass on the lawns. Fast streams gurgle. Spring is coming.

The children were walking in the meadow. Seryozha and Lera were picking flowers. Sasha was picking sorrel. Misha has a net. He catches a butterfly. Time to have lunch. The children are going home.

The cat catches mice. The dog guards the house. The cow gives milk. The horse carries loads. Sheep provide wool and meat. Rabbit fur is used for fur coats and hats.

The car brought a lot of coal. We heat the stove with coal. Smoke is coming from the chimney. In winter there are severe frosts. Blizzards often blow. And the house is always warm.

Spring

April has arrived. The loose snow is melting. Streams gurgle all around. There is a large puddle on the porch. The kids put away their skates and skis. They are launching boats. Everyone is welcoming spring.

Children in the forest

The guys went out onto the lawn. It's nice in the forest in spring! The fragrant lily of the valley has bloomed. Birds are chirping. The children saw a hedgehog. He curled up into a ball. The guys won't touch the hedgehog.

Autumn soon

Autumn was approaching. It began to rain more often. The ground in the garden is already strewn with yellow leaves. The voices of songbirds are heard less frequently. They are preparing to fly to warmer climes.

Forester's hut

There lived a forester in the forest. The forester had a granddaughter, Sasha. Sasha had a good time with his grandfather. There was silence all around. Only the stream gurgled and the birds sang. Grasshoppers were chattering in the grass.

To the dacha

The children are going to the dacha. They will live with their grandmother. There is a grove there. There is a river behind the grove. Boys will fish, girls will pick flowers.

Birds

December has arrived. Fluffy snow fell. He covered the ground with a fluffy carpet. The river is frozen. The birds are hungry. They are looking for food. Children put bread and grains in the feeder. In summer, crops need protection. Birds will save the harvest.

Go hunting

In the morning I went into the grove with a gun and a dog. There was a wonderful silence. A hundred steps away you could hear a squirrel jumping on dry twigs. The fresh, fragrant air stung my eyes and cheeks pleasantly. A thin web stretched through the air. This is a sign of warm weather.

Who greeted winter like this?

The bats climbed into the hollow. The hedgehog covered himself with dry leaves. The frogs buried themselves in the moss. The bear sleeps in a den. The squirrel changed its coat for the winter and repaired its hollow. The fox made a bed out of leaves in a hole.

Holidays are coming soon

Holidays are coming soon. The children will go to camp. The day of departure has already been announced. Sasha will stay at home and go to the playground. Seryozha will go to the village. It's very nice there. His parents will go there on the weekend. There are many flowers there.

Brave Deed

Sasha Zhukov was walking home from school. The larks sang high in the sky. The road passed along the bank of the river. Suddenly Sasha saw that a little boy was drowning. He rushed into the water with his clothes on and pulled out the boy. The next day everyone learned about the student’s action. Sasha was thanked at the line.

Material for test copying by L.I. Tikunova

(beginning of the school year)

2nd grade

Mice

Old and small mice gathered at the mink. Their ears stick up and listen. The cat Vasya lies by the stove, waiting for the mice.

Cat and bird

The cat was sleeping on the roof. A bird sat down next to the cat. Don't sit close, little bird, cats are cunning.

(According to L. Tolstoy)

Autumn

Here it is September. The air is clean and fresh. Sounds can be heard far away in the forest. Thin honey mushrooms cluster on large old stumps.

3rd grade

Moscow

Many years ago, a small fortress was built on a high hill. Years passed. The fortress grew and became richer. More and more houses were built along the banks of the Moscow River. Trade people and merchants brought a lot of goods. The fortress became a great city - Moscow.

Yasnaya Polyana

There are many beautiful places in Rus'. Here is Yasnaya Polyana. Lev Nikolaevich Tolstoy was born and spent almost his entire life here. Here he planted a birch grove. Nice grove in early autumn! All of it costs gold. This was the writer's favorite place. He rested and worked here.

Dunno and the Beetle

One day Dunno was walking around the city and wandered into a field. At this time, a cockchafer was flying past. He'll go blind

body towards Dunno and hit him on the back of the head. Dunno fell to the ground. The beetle disappeared. Dunno stood up and looked around. It was quiet all around.

(According to N. Nosov)

4th grade

In Tsarskoe Selo

Alexander Sergeevich Pushkin studied at the Lyceum, which was located in Tsarskoye Selo near St. Petersburg. A beautiful, vast park began right under the windows of the lyceum. The sun's rays played freely in the heavy foliage of oaks and lindens. Marble statues gleamed white among the greenery. Birdsong could be heard everywhere. The water splashed quietly in the lake. Pushkin loved this ancient park very much and often walked in it.

Vladimir Ivanovich Dal

Vladimir Ivanovich Dal was a talented and hardworking person. His dictionary contains more than two hundred thousand words, thirty thousand proverbs, sayings, and riddles. Gathering material for his dictionary, Dal traveled all over Russia. He was even in Siberia and the Urals. Vladimir Ivanovich loved and understood his native language, and knew how to see beauty in the living Russian word. Dahl was a great friend of Pushkin.

October

The ancient Russian name for October is “gryaz-nik”. Autumn rains with sleet turned the ground into mush. In Rus', October was also called “leaf fall”, “golden autumn”, since it occurs at the time of yellowing of the foliage.

And how many autumn signs there were in Rus'! “Late leaf fall means a harsh winter.” “The willow was covered with silvery frost early - it will be a long winter.”

Based on the results of the examination, the teacher-speech therapist analyzes the nature and types of errors made by students, and completes study groups, draws up a class schedule, develops a correction program and conducts speech therapy classes.

Source: Fotekova, T., Akhutina T. Neuropsychological diagnosis of speech pathology in children // School psychologist - No. 37 and 38 No. - 2001.

Purpose: diagnostics of written speech of primary schoolchildren. In the first series, language analysis skills are studied, in the second series, written speech is studied directly. In the third series, reading skills are assessed.

First episode

Language analysis skills are explored.

Instructions for the child

Answer my questions. How many words are in the sentence “There was a birch tree near the house”?

What is the second word in this sentence?

How many syllables are in the word "cancer"? How many syllables are in the word "car"? What is the third syllable in the word "car"? How many sounds are in the word "cancer"? How many sounds are in the word "hat"? What is the first sound in the word "hat"? What is the third sound in the word "school"? What is the sound after the “sh” in the word “school”?

Ratings

3 - correct answer; 2 - self-correction; 1 - correct answer after stimulating assistance; 0 - incorrect answer after stimulating assistance.

You can separately analyze the results of the first five tests, which allow you to judge the maturity of language analysis, and the last five tests, which check sound analysis. The maximum score for a series is 30 points.

Second series

Writing skills are explored.

Instructions for 1st grade students

Please write:

own name; letters: B, K, Z, C, E, H; words: mom, table, chair.

The writing is assessed as a whole, and not each test separately, as in other tasks.

Ratings

45 - no more than 1 spelling error or ignorance of one letter; 30 - ignorance of 2-3 letters or their inaccurate spelling; 15 - no more than 4 dysgraphic errors (mirroring, confusion of letters due to phonetic or articulatory similarity) or up to 5 other errors; 0 - more than 4 dysgraphic errors or more than 5 others, lack of writing skills.

Instructions for 2nd grade students

I will dictate, and you write.

Autumn has come. Cold wind is blowing. The sun shines dimly. It rains often. There is silence in the forest.

Instructions for 3rd grade students

Dictation "BIRDS"

December has arrived. Fluffy snow fell. He covered the entire earth with a white carpet. The river froze. The birds are hungry. They are looking for food. Children put bread and grains in the feeder.

Ratings

2nd class

45 - no more than 3 errors associated with violation of spelling or punctuation rules or omission of a word when writing from dictation; 30 - up to 5 non-dysgraphic errors and/or 1-2 dysgraphic errors are allowed; 15 - up to 5 spelling and punctuation errors and/or no more than 5 dysgraphic errors; 0—multiple dysgraphic and spelling errors.

3rd grade

45 - no more than 2 errors associated with violation of spelling or punctuation rules or omission of a word when writing from dictation; 30 – up to 3 non-dysgraphic errors are allowed; 15 - up to 5 spelling errors and/or no more than 2 dysgraphic errors; 0—multiple dysgraphic and spelling errors.

It is useful to analyze the quality of dysgraphic errors. We identified errors of several types, but the indices included penalty scores for only two types of errors: 1) for errors caused by difficulties in phonemic perception; 2) for grammatical errors in writing. Penalty points for both types of errors are awarded according to the following scale:

0—no errors; (–5) — one error; (–10) — two errors; (–15) – three or more errors. The maximum score is 45 points.

Third episode

Reading skills are examined.

Instructions for 1st grade students

Read the words:

Poppy Flag Knife Blueberry Ball Circus Saw Stock South Cloak Yula Scream Chicken Glitter Tree Class Dog Bath Boots Sofa Yod Fence Turkey

Instructions for 2nd and 3rd grade students

Read the text. (For reading, the text “How I caught crayfish” is given, A.N. Kornev, 1997.)

There are two streams flowing in our village. Many crayfish live in them. Boys catch them with their hands under stones, in holes between roots or under the shore. Then they boil them and feast on them. I received one crayfish from my friend, and I really liked it, it was very tasty. I also wanted to catch crayfish. But it’s easy to say, but difficult to do. Crayfish have their own weapons - claws, with which they pinch properly. Besides, I was afraid to put my hand into the hole between the roots. After all, you can touch a frog or even a snake! My friend advised me how to catch crayfish in a completely different way... You need to tie rotten meat to a long stick. The crayfish will grab the meat tightly, and then it is easy to pull it out of the water, like a fish on a fishing rod. I really liked this method, and so I prepared all the necessary things. I found a deep place in the pond and stuck a stick into the water. I sit quietly. The water is clean, but I didn’t see any crayfish anywhere. Suddenly I noticed a mustache, then eyes and claws, and finally, the whole crayfish slowly crawled out to the meat. Then he grabbed the meat with his claws and tore it apart with his jaws. I very carefully pulled my fishing rod out of the water and the crayfish lay on the grass. I caught a lot of crayfish. Mom cooked them. How red they were! And very tasty! To clarify the understanding of the meaning of what was read, the child should be asked 2-3 questions or asked to retell what he has read.

Ratings

Evaluation takes place according to three criteria.

1st grade (beginning of training)

Reading speed criterion

15 - high reading speed, corresponding to 15 or more words per minute; 10 - average reading speed, from 8 to 14 words per minute; 5 - low reading speed, 7 or less words per minute; 0 - lack of reading skill.

Reading method criterion

15 - reading whole words; 10 - syllable reading; 5 - letter-by-letter reading; 0 - lack of reading skill.

Reading accuracy criterion

15 - no more than 3 errors were made with self-correction; 10 - no more than 6 errors at the word or syllable level; 5 - up to 10 errors at the word, syllable and letter level; 0 - multiple errors at the syllable and letter level, lack of reading skills.

2nd class

Reading speed criterion

15 – high reading speed, 60 or more words per minute; 10 - average reading speed, from 45 to 59 words; 5 - low reading speed, from 30 to 44 words; 0 – very low reading speed, 29 words or less.

Reading accuracy criterion

15 - no more than 3 errors with self-correction; 10 - no more than 6 errors at the word level, most of which were corrected independently; 5 - up to 6 errors at the word and syllable level, without self-correction; 0—multiple errors at different levels.

Criterion for understanding the meaning of what is read

15 - complete understanding of the meaning of what was read; 10 - incomplete understanding; 5 - fragmentation or slight change in the meaning of the situation; 0—lack of reading comprehension or gross distortion of meaning.

3rd grade

Reading speed criterion

15 – high reading speed, 90 or more words per minute; 10 - average reading speed, from 70 to 89 words; 5 - low reading speed, 50-69 words; 0 – very low reading speed, 49 words or less.

Reading accuracy criterion

15 - no more than 3 errors with self-correction; 10 - up to 5 errors, partially with self-correction; 5 - up to 6 errors without correction; 0—multiple errors.

Criterion for understanding the meaning of what is read

The reading score is the sum of the scores for each criterion. The maximum score is 45 points. The maximum score for all tasks testing the state of written language is 120 points. The maximum score for the entire test is 900 points.

FRONT AND REAR INDEXES

When analyzing individual results, after calculating the indices, you can compare these results with those presented in the table. These values were obtained on a fairly large sample of children, which makes it possible to use these data as a conditional starting point when deciding whether anterior or posterior difficulties predominate in a particular child. Although for convenience of comparison we tried to make the value of the indices equal (in both cases the maximum is 315 points), nevertheless, the front index, on average, always turns out to be lower than the rear one. The younger the child and the more severe the speech disorder, the greater this difference. To make the indicators comparable, a statistical operation of their normalization should be performed. This requires a large amount of data and a complex multi-stage calculation procedure, which is difficult and unnecessary in everyday speech therapy practice. Therefore, we propose to use ready-made values obtained in the process of working with our data. The calculated index value must be substituted into one of the formulas, taking into account the child’s year of education (the front index is designated as PI, the rear index is ZI).

1st class: (PI—174)/65; (ZI—212)/51 2nd grade: (PI—217)/60; (ZI—242)/38 3rd grade: (PI—242)/50; (ZI—259)/36.

These calculations will result in two values (normalized indices) that are easy to compare. These values will range from -3 to 3. Closer to zero are the average values. The lower the negative value of the normalized index, the more pronounced the deficiency of the corresponding functions, and vice versa, the higher the indicator, the more favorable these functions are. In general, when analyzing the results obtained, we can proceed from the following conventional scale:

— normalized index ranges from 0 to (–1) — moderate or moderate functional impairment; — the normalized index falls in the range from (–1) to (–2) — the defect is pronounced; — normalized index below (–2) — gross immaturity of the functional capabilities of the corresponding (anterior or posterior) parts of the cortex.

LET'S LOOK AT AN EXAMPLE

For example, a first-grader’s PI turned out to be 105 points, and GI was 206. The values of both indices are below the averages presented in the table. Substituting these values into the formulas, we get:

for PI: (105-174)/65 = –1.06; for GI: (206—212)/51= –0.11.

Both normalized indices turned out to have a negative sign, but the GI indicator is close to 0, but the PI falls into the range of severe deficiency. Probably, the speech defect in this first-grader is systemic in nature and is accompanied by a decrease in the functional capabilities of both the anterior and posterior parts of the brain, but the anterior disorders are the leading ones. This means that they should become the main object of correctional work. Taking into account the systemic structure of higher mental functions, it can be assumed that a complete neuropsychological examination of such a child will reveal the immaturity of the functions of programming, control and serial organization in other non-speech activities. Consequently, correction will be successful only if it is comprehensive and carried out by the joint coordinated efforts of a speech therapist and a psychologist.

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Methodology for examining writing

Brief summary. Writing disorders in children are special, specific difficulties that have a systemic, stable nature and are caused either by systemic underdevelopment of certain aspects of the child’s speech activity, or by the immaturity of other mental functions.

Writing disorders should be distinguished from insufficient mastery of writing skills, which can be determined by various factors, such as irregular schooling (due to frequent illness, moving and other reasons), pedagogical neglect, behavioral disorders, bilingualism, impaired hearing, vision. , intelligence, etc. When conducting a speech therapy examination, one should take into account all the factors that influence the child’s mastery of writing and evaluate their entirety.

The purpose of the survey: to study the level of writing development.

Material: dictation text that meets the program requirements for the Russian language of the child’s education class (in accordance with the Federal State Educational Standard), and is rich in sounds and letters that are similar in acoustic-articulatory and optical characteristics; a series of paintings depicting a plot unfolding in a certain sequence.

Methodological recommendations on the procedure and analysis of results.

The speech therapist reveals an approximate idea of the level of development of writing and the nature of errors during the analysis of the student’s written work in school notebooks. However, in order to clarify the structure of the disorder, it is necessary to specifically examine writing through various tasks, including auditory dictation, independent writing, and copying from printed text.

In early adolescence, it is advisable to begin the examination with a presentation and/or essay on a given topic.

Students' works are separately assessed as texts, from the point of view of their integrity, coherence and features of linguistic design.

However, to identify writing violations, it is informative to analyze the mistakes made. First of all, attention is drawn to persistent, repeating errors that are systematized. The further course of the examination is subject to the logic of identifying the etiology of writing disorders.

As a rule, the presence of specific errors is accompanied by a large number of spelling errors. Errors on spelling rules should also be carefully analyzed, because... in some cases they may be a consequence of poor assimilation of the rule, and in others they may indicate underdevelopment of oral speech, insufficiency of metalinguistic activity, and immaturity of regulatory mechanisms.

If necessary, students are offered a recording of an auditory dictation, consisting of a series of sentences selected in such a way that they meet the program requirements for the Russian language of the class in which the child is studying, and at the same time include a large number of words with sounds, the pronunciation of which is usually impaired by type of substitutions and mixtures. It is necessary to dictate in accordance with the norms of orthoepic pronunciation, without preliminary sound-syllable analysis of the words included in the dictated text.

The speech therapist analyzes the nature of the writing process: whether the child can immediately write down a word phonetically correctly or writes based on its pronunciation, as if “probing” the individual elements of the word, looking for the desired sound and the corresponding letter, as well as the quality of errors.

Particular attention is paid to whether the child makes specific mistakes when replacing letters: whistling, hissing, voiced and unvoiced; r, l,

soft and hard.

In this case, you need to find out:

· single or regular these errors; do they apply to one group of sounds, distinguished by subtle acoustic-articulatory features (voiced and unvoiced), or to several groups (voiced and unvoiced, whistling and hissing, etc.); do the substitutions in the letter correspond to the violations observed in oral speech;

· whether substitutions occur when writing phonetically simple or structurally difficult, polysyllabic and unfamiliar words (which will indicate a different level of impairment in the differentiation of speech sounds, and, consequently, an insufficient level of formation of phonemic perception).

Errors for replacing letters in a letter in most cases coexist with other phonetic errors, as well as with errors in language analysis. Therefore, it is necessary to establish whether there are omissions of letters, syllables or even elements of a word, combined and separate spelling of the same word and other errors associated with distortion of its sound structure.

In accordance with the nature of the errors, a further procedure for speech therapy examination is developed. Teenagers are encouraged to copy from printed text, as well as write individual letters under dictation. Individual sounds are dictated to the student, a graphic representation of which he must write down. This series of tasks makes it possible to determine how clearly the child perceives speech sounds by ear and whether he correctly transcribes them into the corresponding graphic signs.

When analyzing the data obtained using this test, it is taken into account whether the child easily completes the task before him or has difficulty finding the right letter. Substitutions may be found that are associated with difficulties in mastering the outline of individual letters, when the individual elements that make up the letters are depicted by the child inadequately in spatial or quantitative terms. But if the child allows substitutions of letters whose corresponding sounds are acoustically or articulatory close, i.e. interchangeability occurs - this usually indicates a deficiency in auditory or auditory-articulatory analysis. In order to establish whether these specific substitutions are random or regular, the speech therapist dictates the sounds that are most often subject to substitution in children’s speech, providing for varying the conditions under which the child writes letters. Mixed sounds are first presented separately, then in pairs.

This makes it possible to identify not only the degree of impairment in the differentiation of sounds, but also the conditions under which the implementation of the building becomes easier for the child or, conversely, becomes more difficult.

In addition, it is also checked whether the child has any difficulties in the motor technique of writing.

The following indicators are assessed:

· errors in the sound composition of a word;

· lexical and grammatical errors;

· graphic errors;

· errors on spelling rules taking into account the class of study in accordance with the Federal State Educational Standard.

Restrictions. The technique cannot be used for children with severe visual impairments (total blindness, severe low vision), with severe degrees of mental retardation and severe multiple developmental disorders. For children with limited motor function of the hands, you can use the technique of folding syllables, words, sentences from the letters of a split alphabet or working with a PC interface. In these cases, the difficulties associated with the motor act of writing are reduced, but difficulties in the analysis and synthesis of the sound complex remain and are most clearly manifested.