Formation of language analysis and synthesis in students with dysgraphia

Dysgraphia is a partial specific disorder of the writing process. Dysgraphic errors are specific writing errors that are not related to the application of the grammatical rules of the native language. Sometimes these errors cannot be explained by any rules. Usually adults consider such mistakes to be ridiculous and explain them by their inability to listen to the teacher or inattention. Such specific writing difficulties as omission and mixing of letters, rearrangement of letters in a word, underwriting of words, errors in the use of soft signs and others indicate the presence of so-called dysgraphia in a child. and synthesis manifests itself in writing in distortions of the structure of words and sentences. The most complex form of language analysis is phonemic analysis. As a result, distortions of the sound-letter structure of words are especially common in this type of dysgraphia. The most typical errors are: omissions of consonants when they are combined (school – “kola”), omissions of vowels (at home – “dma”), rearrangements of letters (window – “kono”), addition of letters (daskali – “tasakali”), omissions, adding, rearranging syllables (glass - “kata”). For correct writing, it is necessary that the child’s phonemic analysis be developed not only externally, in speech, but also, above all, internally, in terms of representation. If a child has impairments in at least one of these functions: auditory differentiation of sounds, their correct pronunciation, sound analysis and synthesis, lexical and grammatical side of speech, visual analysis and synthesis, spatial representations, then a violation of the process of mastering writing may occur - dysgraphia, which is not an independent speech disorder, but only a component of disturbances in the rate of development of the psyche and motor skills, which are often associated with immaturity and ambidexterity. One of the main directions of speech therapy work to eliminate sound errors in writing is the development of language analysis and synthesis.

Language analysis and synthesis involves: analysis of sentences into words and synthesis of words in a sentence; syllable analysis and synthesis; phonemic analysis and synthesis. Let's look at each position in more detail.

Sentence structure analysis

involves the ability to determine the number, sequence and place of words in a sentence. In order to form and develop this skill, I offer my students the following tasks:

determine the boundaries of sentences in the text;

come up with a sentence based on the plot picture and determine the number of words in it;

come up with a sentence with a certain number of words;

increase the number of words in a sentence;

make sentences from words given in disorder or deformed sentences;

make sentences based on several pictures that depict the same object in different situations. Children come up with sentences based on the pictures. Then they name a sentence in which the word is first in the sentence, then a sentence in which this word is in second place, then in third place;

come up with a sentence with a certain word;

draw up a graphic diagram of the sentence: the sentence is indicated by a whole strip, words - by small stripes;

come up with a proposal using a graphical diagram;

determine the place of a word in a sentence (counting);

raise the number corresponding to the number of words in the sentence.

Syllable analysis and synthesis

involves the ability to divide a word into its constituent syllables. This is of great importance for mastering writing skills. In addition, syllable analysis helps our students more effectively master the sound analysis of words. The word is divided into syllables, then the syllable, which is a simpler speech unit, is divided into sounds.

I have already noted that a typical mistake is the omission of vowels, which, when relying on internal or whispered pronunciation, are perceived as shades of consonant sounds, which are kinesthetically clearer.

Division into syllables helps highlight vowels. When analyzing syllables, I focus on vowel sounds.

In the process of forming syllabic analysis and synthesis, it is important to take into account the stage-by-stage formation of mental actions. At first I carry out my work relying on auxiliary means and materialized actions. In the future, I carry out syllabic analysis and synthesis in terms of loud speech. At subsequent stages of work, I transfer this action to the internal plane and carry it out on the basis of auditory and pronunciation ideas.

Practical material on the development of phonemic analysis and synthesis.

The initial work is carried out based on auxiliary means: a graphic diagram of the word and chips. As sounds are identified, the child fills in the diagram with chips. The action that the student performs is a practical action to model the sequence of sounds in a word.

Reliance on the materialization of action is excluded, the formation of phonemic analysis is transferred to the speech plane. The word is called, the first, second, third, etc. are defined. sounds, their number is specified.

Students determine the number and sequence of sounds without naming the word and without directly perceiving it by ear, i.e. based on views.

Sample tasks:

1. Come up with words with 3, 4, 5 sounds.

2. Select pictures whose names have 4 or 5 sounds.

3. Raise the number corresponding to the number of sounds in the name of the picture (pictures are not named).

4. Arrange the pictures in two rows depending on the number of sounds in the word.

The principle of complication is implemented through the complication of forms of phonemic analysis and speech material. In the process of forming a sound analysis, it is necessary to take into account the phonetic difficulty of the word. In this case, written work is widely used.

Approximate types of work to consolidate the phonemic analysis of words:

1. Insert the missing letters into the words: vi.ka, di.an, ut.a, lu.a, b.nocle.

2. Choose words in which the given sound would be in first, second, third place (fur coat, ears, cat).

3. Compose words of different sound-syllable structures from letters of the split alphabet, for example: catfish, nose, frame, fur coat, cat, bank, table, wolf, etc.

4. Select words with a certain number of sounds from the sentences, name them orally and write them down.

5. Add a different number of sounds to one and more syllables to make a word:

Pa- (steam), pa- — (park), pa- — — (ferry), pa- — — — (sails).

6. Choose a word with a certain number of sounds.

7. Choose words for each sound. The word is written on the board. For each letter, select words that begin with the corresponding sound.

Words are written in a certain sequence: first words of 3 letters, then words of 4, 5, 6 letters. pen:

Ulya's mouth chas cat Anya

rose corner bowl porridge stork

sleeve street cover cork aster

8. Convert words:

a) adding sound: mole mouth, fur laughter, wasp braids; meadow plow;

b) changing one sound of a word (chain of words): som juice sok soup dry

sokh litter cheese son dream;

c) rearranging sounds: saw linden, stick paw, doll fist, hair word.

9. What words can be made from the letters of one word, for example: trunk (table, ox), nettle (park, willow, carp, steam, cancer, Ira).

10. From the written word, form a chain of words so that each subsequent word begins with the last sound of the previous word: house mak cat ax hand.

11. Game with a cube. Children throw a cube and come up with a word consisting of a certain number of sounds in accordance with the number of dots on the top face of the cube.

12. Riddle word. The first letter of the word is written on the board, and dots are placed in place of the remaining letters. If the word is not guessed, the second letter of the word is written down, etc. For example: p……….. (yogurt).

13. Create a graphic diagram of the proposal.

14. Name a word in which the sounds are arranged in reverse order:

nose sleep, cat current, rubbish grew, top sweat.

15. Write the letters in the circles. For example, write in the given circles the third letter of the following words: cancer, eyebrows, bag, grass, cheese (mosquito).

16. Solve the puzzle. Children are offered pictures, for example: “chicken”, “wasps”, “fur coat”, “pencil”, “watermelon”. They highlight the first sound in the names of the pictures, write down the corresponding letters, and read the resulting word (cat).

17. Arrange the pictures under numbers 3, 4, 5 depending on the number of sounds in their names. The pictures are named in advance. Example pictures: “catfish”, “braids”, “poppy”, “axe”, “fence”.

18. Find the common sound in the words: moon table, cinema needle, window house.

At the initial stages of work on the development of phonemic analysis, support is given to pronunciation. However, it is not recommended to linger long on this method of execution. The ultimate goal of speech therapy work is the formation of phonemic analysis actions in the mental plane, according to idea.

Dysgraphia (writing impairment) makes up a significant percentage of other speech disorders encountered in students. It is a serious obstacle to students’ mastery of literacy at the initial stages of education, and at later stages to mastering the grammar of their native language. The most common errors in dysgraphia: errors in language analysis and synthesis, phonemic errors, agrammatic errors, optical errors.

It can be noted that errors in language analysis and synthesis are found in the dictations of all students suffering from writing disorders. This:

violation of supply boundaries,
combined writing of prepositions with other words,
spelling words together
combined spelling of a conjunction with another word (stopped running),
separate spelling of parts of a word (you squirrel escaped from its cage),
omissions of letters of consonant sounds in the middle and end of a word,
omissions of letters of vowel sounds in the middle and end of a word,
omission of syllables prila (prolila),
adding letters of consonants once (once),
missing words.

In the school year, according to a survey of 5th grade students, at the beginning of the school year, all of the above errors were encountered; at the end of the school year, the following errors were absent: fused spelling of words, fused spelling of a conjunction with another word, omission of syllables, adding letters of consonants, separate spelling parts of words, violation of sentence boundaries, omissions of words.

Particular attention should be paid to the consideration of errors involving the omission of a soft sign at the end and middle of a word. These errors are caused not only by the underdevelopment of phonemic hearing, but also by the immaturity of phonemic analysis and synthesis, since the softness of consonants in this case is indicated by a separate letter. Therefore, in the process of correctional work, it is necessary to present tasks both for developing the ability to differentiate hard and soft consonants in various speech units, and for developing the ability to indicate the softness of consonants using a soft sign, to establish the number and sequence of sounds and letters in words with a soft sign, and also form an idea of the soft dividing sign.

The use of special tasks by teachers in the classroom to develop language analysis and synthesis, as well as systematic speech therapist classes to eliminate dysgraphia caused by systemic underdevelopment of speech, help reduce the number of errors in language analysis and synthesis and improve the quality of writing of schoolchildren with dysgraphia. The best results are achieved if, at the same time, we enrich and clarify children’s passive and active vocabulary, work on correcting the grammatical structure of speech, and develop phonemic hearing and perception.

The development of language analysis and synthesis is divided into 3 main stages: the development of lexical-syntactic analysis, the development of syllabic analysis and synthesis, the development of phonemic analysis and synthesis. For each stage, special tasks are offered that can be used in lessons.

Development of lexical-syntactic analysis.

1. “Come up with a proposal.” Sentence patterns: subject + predicate, subject, predicate, minor member.

2. "Text" . Determine the boundaries of the sentences. A dark cloud moved in, the clear sun disappeared, lightning flashed and the rain poured down.

3. “Count me.” What's extra? — Grandma bought turnips, onions, carrots, and chamomiles. — The seller sells oranges, tangerines, bananas, potatoes. — The boy draws a bus, a trolleybus, a tram, a bicycle. — In winter, Sasha wears a hat, fur coat, boots, and sandals.

4. “Connect the words into sentences . Lexical material is offered.

The girl collects berries.
The tulips are blooming, red.
Swallows sing a beautiful song.
Kolya feeds the fluffy kitten.
The children sing a funny song.

5. “Pick up a word-attribute for the word-object.” Suggestions: poppy is blooming, poppies are blooming, a chicken is running, chickens are running, a tomato is ripening, tomatoes are ripening, a house is standing, houses are standing, a cucumber is ripe, cucumbers are ripe.

6. “Increase supply.” Suggestions: Climbers have reached the peaks. Children love wizards. The children saw animals in the forest. Seagulls fly above the waves. We admired the flowers. WORDS: field, sea, kind, tall, wild, large.

7. “Fill in the missing word.” Suggestions: The children hung feeders….on the birch tree. Lena is friends with... Katya. The apple fell... apple trees. Strawberries are growing... glades.

8. “Make a sentence out of words.” Grandma is walking in the park. A child plays with a horse. They are standing, in, at home, in the city. Yura, with, is friends with Petya.

9. “Make a proposal.” Sentence scheme: subject, predicate, minor members with or without preposition. Subject and predicate. WORDS: slide, boy, with, on, rode, sculpted, snowy, snow, snowdrift, skis.

10. “Connect the words into sentences.” Flowers are growing, underfoot, a carpet is hanging, above us, midges are hovering, to my brother, a boy is reading a book, to the shore, a boat is floating, in a green clearing, leaves are rustling, above the bed.

Development of syllabic analysis and synthesis.

1. “Dance of Vowel Sounds”

A diagram of vowel sounds (for the use of one with the absence of an obstacle), a diagram of consonant sounds (for the use of one with the formation of an obstacle). Movements. Accompanying the pronunciation of vowel sounds:

Sound “A” - starting position - arms extended forward and form a circle at chest level. When pronouncing the sound “A” for a long time, the arms are smoothly spread to the sides, the hands remain rounded.
Sound “O” - starting position - arms at your sides, little fingers pressed to the body. When pronouncing the sound “O” for a long time, the arms smoothly rise up, the hands are rounded. Hands above your head form an oval.
The sound “U” is the starting position - the arms are bent at the elbows, the elbows are raised, the fingers of one palm are connected into a ring (the fingers are bent and touch the thumbs), the fingers of the other palm tightly clasp the “ring” - an imaginary pipe is obtained. The “pipe” is close to the mouth. When pronouncing the sound “U” for a long time, the arms are slowly extended at the elbows, the fingers remain in their original position. The “pipe” is removed from the mouth.
Sound “Y” - starting position - arms bent at the elbows, elbows raised, palms located at chest level, the palm of one hand is on the back of the other. When pronouncing the sound “Y” for a long time, the arms slowly extend with tension at the elbows and lower down. The brushes remain in their original position.
Sound “E” - starting position - arms extended forward, elbows bent and tense, palms and fingers touching each other, forming a “boat”. When pronouncing the sound “E” for a long time, the arms are smoothly bent, the fingers remain in their original position, and the “boat” approaches the chest.

2. "Detectives". Make up words with these syllables. Syllables: os, eat, already, already, sa, mo. Make up sentences with these words. Words: stork, ducks, mustache, na, poppy, wolf, garden, steam.

3. "Detectives". The words are given: mind, on, wolf, table. He, mouth, soup, cheese, hundred, mustache, onion. Tap. Schemes: 1.o-. 2nd 3-o-. Task: find words in which the letter –о- is in a given position.

4. "Conductors". Words: tables, roof, cats, paw, puddle, car, boots. You can use subject pictures.

5. "Musicians". Words: fly, boat, frame, rat, sugar, fish, gardens, car, shell, sleeves, milk, shirt, moon rover, bows, dog, sofas. You can use subject pictures.

6. “Find the word.” Subject pictures depicting a shelf, windows, fish, duck, spoon, roof. Graphic schemes: -o-, o-a, -o-a, -y-a. Subject pictures depicting a catfish, poppy, onion, mouth, eye, circle. Vowels: o, a, u, s.

7. “Come up with a word.” Graphic diagrams: -a-o-. -u-. -a-u-i. -O-. -A-. u-a-u-i.

8. “Count me.” Words: lawn, lamp, paints, paper, cardboard, paste, jar, teeth, cacti, house. Count the number of sounds in a word.

9. “Divide the words into syllables.” Words: whales, watermelons, cats, cardboard, paper, flippers, geese, curtains, port, meadow, yard, pump, elephant.

10. “Make a word from syllables.”

A. Syllables:

na, la
ka, dos
you, mos
ki, zhu
PS, ko
ki, tan
ko, dil, cro
ry, kov
ry, shpo
ta, kan, ra

B. Syllables:

piece),
bar),
golo(juice),
belt(juice),
sock),
temple),
colo (juice),
hair).

11. “Make a word from syllables.”

Lexical material:

But (ra, gi, chi, zhi).
Boo (sy, tone, ran, ket).
Gu (ba, would, si, dock, na).
Mu (sor, ha, sa, hi, ka).

12. “Fill in the missing syllables.”

Lexical material:

sa-po...
halo…
ko-zhu...
ra...ta
mo...zy
ru...ha
...ma-ma
...ro-ma
...empty.

13. “Change the word.”

Words: mole bridge, crane, bush, eye, table.

Use the letters of each word to form another word.

14. “Name the loudest syllable.”

Words: Lida, Vova, rose, linden, fish, sleigh, horses, arm, leg, mountain, owl, saw, goat, basins, gardens.

15. “Solve the puzzles”

16. “Highlight the stressed syllable.”

Words: alphabet, sleeve, gnomes, kidneys, cold, piece, block, jackdaw, caravan, broom, beads, roof, cabbage, carrots.

17. “Come up with words.”

Given the first syllable, you need to add 1 or 2 more syllables sa-mu-

18. “Who can make the most words from syllables?”

Syllables: ka, ra, kush, kro, dil, shka, ko, ku, ku, vat, ri, yes, dos, ri, so.

Development of phonemic analysis and synthesis.

1. “Find the words.”

Words: nose, pump, tray, umbrella, elephant, drum, sundress, Nastya, dream. Schemes: n____, ______n_______, __________n.

Possibly subject pictures.

2. "Funny sounds."

Words: hat, hut, pencil, fur coat, Sasha, shorts, roof, awl, gouache. In what position is the sound Ш?

3. "Encryption". Puzzles.

4. “Hard and soft.”

Cards with syllables: py, pi, tu, tyu, ri, lo, le, tam, tyam, rish, rysh, vold, led. Syllables: sa, lo, ra, well, fo, py, ma, ku, zy, la, le, nu, cha, ve, de, ti, lyu, ve, de, ti, lyu, ve, floor, lu, se, te, py, zi, zy, syu.

5. “Hard and soft.” A fairy tale about the letter soft sign.

Offers:

The broom was placed in…….
The truck is carrying…..
Vitya……. polite.
Steelworkers cook......
The football player took a free kick......
……hit the ball harder.
Katin…….went to school.
I need my briefcase…….. home.
Performs ..... boys.
…… is a predatory animal.