EntranceExperience as a speech therapist for the competition. Summarizing the work experience of a speech therapist teacher "Correctional speech therapy activities to prevent dysgraphia and dyslexia in younger students"
Natalia Popova
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Popova Natalya Valerievna, teacher speech therapist, Kindergarten No. 40 "Brigantine", g. o. Balashikha.
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Dear jury, dear colleagues, I would like to bring to your attention experience on the topic: « Innovative methods and techniques in the work of a teacher - speech therapist».
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Relevance.
At present, one of the urgent tasks of correctional pedagogy is to increase the effectiveness of correctional educational process V kindergarten.
Innovative Methods, without requiring special efforts, optimize the process of correcting the speech of children, contribute to the improvement of the whole organism, which confirms my pedagogical experience.
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Beautiful, pure speech is the most important condition for the comprehensive development of children. preschool age which is the purpose of my work.
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Through use innovative methods and techniques I am doing the following tasks. A exactly:
develop: linguistic components of speech (phonetic, lexical, morphological, syntactic) and the ability to apply them in practice;
Articulatory, fine and general motor skills;
WPF (speech, imagination, thinking, memory);
Activity, independence, creativity;
Mimic, pantomime skills;
Non-verbal communication skill;
Formation of a positive psycho-emotional state of the child;
Reduction of probable overfatigue, removal of muscle tension.
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In my practice I use the following innovative methods and techniques:
Creative play therapy (sand tolerance);
Marbles pebbles;
vocal therapy;
Fairy tale therapy;
Doll therapy;
Logopedic massage;
rhythmic declamation;
Kinesiotherapy;
Su-jok therapy;
Information technology education.
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But today I want to dwell on brighter methods and techniques that I use in my practice.
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In individual lessons, each speech therapist classical methodology and techniques for the development of articulatory motor skills. I developed an author's manual"Alive" mirror, where method showing and explaining is most effective, as the child focuses his attention on the precise performance of the articulation exercise.
Here you are, here I am
Look at me!
This is a mirror
It is your reflection!
Let's have fun playing
Repeat exercises!
And in order to arouse interest, the desire to practice, the desire to perform the exercise correctly, I use magic figures as a surprise moment.
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Vocal therapy.
Children love to sing. I believe that when singing tongue-twisters, nursery rhymes to musical accompaniment, the general psychophysical condition of children improves. The method develops rhythm, expressiveness, stimulates speech functions, normalizes the prosodic side of speech.
nursery rhyme "Bug" (E. Zheleznova).
Beetle, beetle, buzz.
Show me how you fly.
Zhu-zhu-zhu.
- I fly and buzz:
"Zhu-zhu-zhu".
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Rhythmic declamation.
In combination with vocal therapy, I use rhythmic recitation. IN work with children, I use wooden sticks and texts for speech games. I choose simple texts so that they are easy to remember. Most often these are examples of oral folk art - songs, nursery rhymes, lullabies, jokes.
The simplicity of the selected text allows you to devote more time not to memorizing it, but to developing rhythm, diction, clear articulation, and correct pronunciation.
Legs, legs, did you walk?
We walked, we walked.
Legs, legs, did you run?
We ran, we ran.
Legs, legs, are you tired?
We are tired... We are tired...
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One of the most effective methods for the development of speech, I apply cinquain method.
Sinkwine helps to find the most essential element in a large informational material. Draw conclusions and briefly formulate them. It develops speech, thinking, memory, interest in the world around.
Cinquain is a small verse of five lines, without rhyme.
Now let's play cinquain.
The season is winter. Let's make a cinquain about winter.
1. We start with the subject. What? Winter.
2. What is winter like? (Fierce, crackling).
3. What does winter do? (circling, howling, sweeping).
4. And now we will draw a conclusion and briefly formulate it in one sentence. (fluffy snowflakes fall).
5. The word is an association. (Magic).
"Winter".
1. Winter. 2. Fierce, crackling.
3. Spins, howls, sweeps. 4. Fluffy snowflakes are falling.
5. Magic!
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And for the development of coherent speech, I use Marbles pebbles. They help to plunge into the world of games, fairy tales, miracles and magic.
They form the correct grip of a pebble with fingers, develop HMF, orientation on a plane, in space, develop imagination.
We talk and relax
We sort out the pebbles,
different - different:
blue, red,
yellow, green,
Light, heavy.
I use an artistic word on a lexical topic, children lay out the plot of a fairy tale with magic stones. This helps them in composing their story.
I want to show you how to use this method in practice.
Story "Bullfinches".
End of winter. The most difficult time has come for the birds. All the berries, all the grains in the forest have already been eaten! And the birds fly closer to the person. Kind people. They will take pity on the unfortunate birds and feed their: some with crumbs, some with grains, and some with lard and butter.
Here come the bullfinches to you. beautiful birds bullfinches: there is a black cap on the head, and the chest is red.
Bullfinches love berries. But there are almost none of them left on the branches. Bullfinches ask you to help them - fill these branches with berries.
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My practice is not limited to working with children. I include parents in the correctional-developing process. I act as a partner, mentor, consultant.
Optimism, patience and purposefulness help me to establish emotional contact, unite my parents in a team, relieve communicative tension. To do this, I use master classes, consultations, and questionnaires.
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I am happy to share with colleagues professional seminar experience, methodical associations, round tables.
My articles are published on various Internet resources, magazines.
I strive to ensure that in my communication, interaction with colleagues there is always joy, creativity, a constant desire to change something, to move forward, to look for new approaches in solving the difficult problems of pedagogical practice.
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Innovative methods and techniques which I use in my work efficient because I see positive results.
Thank you for your attention. All the best!
Related publications:
Consultation for teachers "The use of non-traditional methods in the work of a speech therapist of a preschool educational institution" Municipal preschool educational institution "Kindergarten No. 176" Consultation for teachers "Use of non-traditional.
Non-traditional methods and techniques in the work of a speech therapist of a preschool educational institution Non-traditional methods and techniques in the work of a speech therapist teacher of a preschool educational institution Non-traditional methods and techniques in the work of a speech therapist teacher of a preschool educational institution Methodical.
Generalized pedagogical experience of a speech therapist teacher Generalized pedagogical experience Theme of the experience: “The development of fine motor skills as one of the areas of work on prevention writing V.
A long-term work plan for a speech therapist teacher of a preschool educational institution with teachers for 2016–2017 A long-term work plan for a speech therapist teacher of a preschool educational institution with teachers for 2016-2017. The goal is to create pedagogical environment aimed at timely.
A long-term work plan for a speech therapist teacher of a preschool educational institution with teachers for 2016–2017 academic year. G. A long-term work plan for a speech therapist teacher of a preschool educational institution with teachers for 2016-2017 academic year. d. The goal is to create a pedagogical environment aimed at correction.
A long-term work plan for a speech therapist teacher of a preschool educational institution with parents for 2016–2017. The goal is to involve the families of pupils in active cooperation in terms of finding common approaches to correcting speech disorders of pupils.
Long-term plan of work of a speech therapist of a preschool educational institution with parents for 2016–2017 academic year. year A long-term work plan for a speech therapist teacher of a preschool educational institution with parents for 2016-2017 academic year. year The goal of working with parents is to activate parents, to create.
Continuity of the activities of a speech therapist and defectologist teacher in working with children with mental retardation The problem of educating and educating preschool children with developmental disabilities is one of the most important and urgent problems of correctional.
Message from the work experience "Interaction of a speech therapist teacher and educator in working with children of a speech therapy group" I work as an educator in a speech therapy group, the work of our group is based on close contact with a speech therapist teacher. In my work.
Using an activity approach in the work of a speech therapist teacher with a family of pupils of a preschool educational institution March 30, 2016 the regional scientific-practical conference "Modern education in the island region: experience, problems and prospects.
Image Library:
Municipal Preschool educational institution
Kindergarten No. 3 Adamovka
advancedteaching experience teachers - speech therapistYes
Iqualification category
MakarovaNatalia Viktorovna
“Rejoice even in small achievements,
strive for perfection,
because he has no limit.
MakarovaNatalia Victorovna works as a teacher-speech therapist for 9 years, has the first qualification category. Since 2005, she has been a permanent member of the regional psychological, medical and pedagogical commission, organized to identify children and adolescents with developmental disabilities, conduct a diagnostic examination of minors and develop recommendations aimed at determining special conditions for their education and related medical care.
In 2009, she summarized her advanced pedagogical experience on the topic: “The development of finger motor skills as one of the areas of work on the prevention of written speech in correctional and speech therapy work in children with speech disorders of senior preschool age.” Over the past three years, I have been actively introducing it into my practical activities.
V.A. Sukhomlinsky rightly asserted that "the mind of a child is at the tips of his fingers." The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills, as it were, prepares the ground for the subsequent formation of oral and written speech. The development of small muscles of the hands in children should be started systematically from 6 months to the school itself, and they recommend exercises for kids that are accessible to their age.
We often notice that the vast majority of children have inactive fingers, their movements are characterized by inaccuracy and inconsistency: children hold a spoon in their fist, with difficulty correctly take a brush and pencil, they cannot always fasten buttons, zippers, tie a hat, lace up shoes. The lack of development of the motor analyzer and fine motor skills in childhood is becoming more and more common and in almost all cases affects the development of speech, not only oral, but also written.
You need to start working on the development of fine motor skills from the very early age. Already a baby can massage his fingers, thereby affecting the active points associated with the cerebral cortex.
And, of course, at the senior preschool age of 5-7 years, work on the development of fine motor skills and coordination of hand movements should become an important part of preparing for school, in particular, for writing.
Why is it important for children to develop fine motor skills? The fact is that in the human brain, the centers responsible for speech and finger movements are located very close. By stimulating fine motor skills and thus activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech.
Including preparatory exercises for the development of fine motor skills, we simultaneously form in the child the ability to accurately and deftly perform certain movements. The best is the use of physical education minutes. During physical education sessions, children are invited to “construct” various objects and objects from their fingers. Such an unusual game activity in children causes a pronounced interest and emotional mood. This allows you to mobilize their attention to the maximum. The desire of children to quickly and accurately reproduce the finger figure stimulates memorization. It should be remembered that the development of fine coordination of movements and manual skill presupposes a certain degree of maturity of brain structures, the control of hand movements depends on them, therefore, in no case should a child be forced.
And, of course, at the senior preschool age, work on the development of fine motor skills and coordination of hand movements should become an important part of preparing for school, in particular, for writing. Therefore, the level speech development children is always in direct proportion to the degree of development of "fine" movements of the fingers. And when a child enters school, it is important that he not only have good developed speech, but also a trained hand, owned hand-eye coordination.
aim This work is to reveal the relevance of using various methods and techniques to improve the development of finger motor skills as one of the areas of work on the prevention of written speech in speech therapy work in children with speech disorders of senior preschool age, to show the significance of using the proposed tasks in preparing the hand for writing.
As a result of achieving the stated goal, a number oftasks:
Strengthening the psychological base of the child.
Expansion and enrichment of the child's speech experience.
The development of switching from one movement to another.
Development and improvement of general and fine motor skills.
Development of the sensory-perceptual sphere.
Prevent the possible occurrence of dysgraphia by developing fine motor skills.
Education of friendly relations with peers in joint activities; development of the desire to perform tasks qualitatively.
Encourage interest in speech therapy classes; encourage children to be active in class.
Work on generalization of experience allowed to create diversity didactic games on the development of fine motor skills and the prevention of dysgraphia, which can be used not only by the teacher in the classroom in kindergarten, but also by parents at home. The level of development of fine motor skills is one of the indicators of a child's readiness for schooling Therefore, the content of these games and exercises allows, in the process of game situations, through sensations with the active inclusion of auditory and visual analyzers, to form not only fine motor skills, but also inner speech, memory, logical thinking, and creative abilities. The proposed tasks gradually become more complicated, and the children make up the figures, first according to the model, then according to the plan. Some tasks are accompanied by verses (remember, repeat ...) and riddles (guess ...).
The advantage of games for the development of fine motor skills in children is that they do not require any special toys, manuals, etc. The games use improvised materials that are in any home: clothespins, buttons, beads, cereals, etc.
The work on the generalization of pedagogical experience made it possible to interest not only teachers, but also parents in the problem of insufficient development of fine motor skills in children of older preschool age, and later, at school age, with the advent of dysgraphia.
The innovation of this experience lies in the fact that the introduction of visual models into the learning process will allow the speech therapist to more purposefully develop the impressive speech of children, enrich their active vocabulary, consolidate word-building skills, form and improve the ability to use various sentence structures in speech, describe objects, develop general and small hand motor skills, compose a story. When working with this material, the degree and severity of the speech defect, the level of individual development of each speech pathologist child, age characteristics of preschool children, and consideration of the speech environment are taken into account.
To determine the main ways of developing and improving fine motor skills as one of the areas for the prevention of written speech in speech therapy work in children with speech disorders of older preschool age, I conducted a diagnosis among children to determine a predisposition to dysgraphia, a test to identify the level of endurance and muscle speed hands, diagnostics, evaluation of the level of speech development; a test for determining the handiness of a child, diagnostics of spatial perception and constructive praxis using Koos cubes, a questionnaire for parents, a series of consultations for preschool teachers and parents. Based on the results of the above work, games and exercises for children, consultations and recommendations for preschool teachers, school teachers and parents were developed.
The main ways of development and improvement of small motoricsas one of the areas of work on the prevention of written speech in the corrsectional and speech therapy work in children with speech disorderssenior preschool age.
Passive gymnastics (massage and self-massage)
Active gymnastics (well-known designers, lacing, puzzles, colorful clothespins, mosaics, beads, buttons, matches, counting sticks).
Finger and conjugate gymnastics(static, dynamic exercises. The purpose of conjugate gymnastics is to draw the child's attention to the sensations that arise from the movements of the muscles of the fingers and lips; to teach how to control these movements. In conjugated gymnastics, exercises are also offered for the simultaneous work of fingers and tongue).
fingers kovy theater and finger shadow theater (Speech is just beginning to take shape, and exercises for fingers, tongue, lips, turned into an exciting game, help strengthen and develop the speech apparatus).
Graphic exercises, finger and palm drawing, origami(Performing graphic exercises at preschool age is very important for the successful mastery of writing. A special place in the development of graphic motor skills is occupied by hatching, stenciling figures or objects using simple and colored pencils, and designing).
Physical education minutes in Sochi dancing with finger gymnastics (Traditionally, physical education sessions are held in combination with the speech of children. Speaking poetry simultaneously with movements has several advantages: speech is rhythmized by movements, becomes clearer, more emotional, and the presence of rhyme has a positive effect on auditory perception. The combination of finger exercises with speech accompaniment in poetry form allows you to achieve the greatest learning effect).
Logorhythmics (The fundamental principle of conducting classes is the relationship of speech, music and movement. Movement acts here as the main means of interaction between the child and the outside world).
Preparing your hand for writing. The accuracy of graphic actions is ensured by muscular control over fine (fine) motor skills of the hands. This is the dexterity of the fingers and hands, the coordination of their movements. The development of fine finger movements can be judged by observing how the child draws or paints over the details of the picture. If he constantly turns the sheet, cannot change the direction of the lines with the help of subtle movements of the fingers and hand, then the level of development of fine motor skills is insufficient. Test for the development of graphic skill.
Development of a graphic skill (graphic dictation, line drawing: straight and curly paths, drawing: by points, by contours, by cells, hatching with different directions of hand movement, silhouette hatching .
In the implementation of pedagogical experience, individual-subgroup forms of work are mainly carried out.
Presented work experience You, gave stable positive results in the correction and normalization of speech, both oral and written, in children of senior preschool age.
Final diagnosis at the end school year, proves the effectiveness of the system of correctional and speech therapy work on the development of finger motor skills as one of the areas for the prevention of written speech in correctional and speech therapy work with children of older preschool age. In children:
A positive motivation for learning, cognitive and speech activity is formed;
More subtle sensations of the hands and fingers, perception, attention, memory, imagination develop;
Children form full-fledged structural-dynamic mechanisms of internal readiness to master the process of writing;
Muscle activity develops;
Dexterity, accuracy, expressiveness, coordination of movements develop, working capacity increases, the tone of the cerebral cortex
Thus, the implementation of this correctional and developmental work makes it possible to increase the level of preparedness of children for schooling.
To achieve the greatest effect in exercises for the development of fine motor skills of the fingers, the movements of compression, stretching, relaxation of the hand, the use of an isolated movement of each of the five fingers, and not just the "social zone of the hand" should be combined.
Advice for parents and teachers, working with a child:
trytake into account his individual characteristics, bbe patient and kindpomogateovercome the inevitable difficulties without making themx tragedy, that is, simply learn to understand it!
Albina Zaripova
Generalization of the experience of speech therapists with parents in preschool educational institutions
Summarizing the experience of working with parents of speech therapists
in MBDOU "Romashka" Buinska RT.
Speech development in preschool children is especially fast: quickly, as at no other age, the vocabulary is replenished, the sound design of words improves, phrases become more detailed. However, not all babies have the same level of speech development: some already by the age of three pronounce words clearly and correctly, others still do not speak clearly enough, they pronounce individual sounds incorrectly. Most of these children. Their most typical mistakes are the omission and replacement of sounds, the rearrangement of not only sounds, but also syllables, violation syllabic structure, wrong accent.
At this age, it is necessary, first of all, learn children to pronounce clearly and correctly, as well as to hear and distinguish sounds in words. Still unstable voice preschoolers: some of them speak very quietly, barely audibly (especially if they are not sure of the correct pronunciation, others are noisy. Educator, teacher Speech therapists draw the attention of children to the fact that words can be pronounced at different volumes (in a whisper, quietly, moderately, loudly, they teach children to distinguish by ear how others speak loudly and themselves.
Currently, there are many children with speech disorders in MBDOU "Romashka". A lot depends on work kindergarten speech therapists In our kindergarten there are two speech pathologists: Zaripova A. I. and Martyanova O. A. All speech therapy work at MBDOU"Chamomile" is aimed at the formation of correct speech in child:
Preparation of the articulatory apparatus for work;
Development of phonemic perception;
Development of fine motor skills of hands;
Setting sounds;
Automation of sounds;
Differentiation of sounds;
Formation of the syllabic structure of words;
Enrichment and activation of the dictionary;
-Job over the grammatical structure of speech;
Formation of coherent speech;
Formation of the psychological base of speech.
We we work in close relationship with parents. Parents work on the formation of the correct sound pronunciation, and we we work for sound correction. The purpose of our interconnected work with parents is the correct pronunciation of all sounds in children and preparing them for successful schooling.
Often families are unable to (due to various reasons) to provide effective assistance to the child in the development of speech and the correction of speech defects. Majority parents do not understand the real reasons why their children have certain speech disorders. Other parents postpone a consultation with a speech therapist due to lack of time or, believing that everything will pass with age in a child and so. In such cases, the process of correcting speech disorders, education and training becomes more complicated.
At the beginning of the school year, we teachers Speech therapists examine the speech of children. Speech therapy examination begins with the study of medical and pedagogical documentation, information about child's parents. We are trying to get to know parents of children who will work with us.
From the first conversation we find out the conditions for raising a child in a family, developmental features, his hobbies, interests. We are also interested in anxiety. parents, their opinions and wishes regarding the development of the child's speech. This meeting is very important for both sides. From its atmosphere and proper construction depends further collaboration. It sets and attracts parents to work together. We explain what kind of help we expect from them in correcting the sound pronunciation.
joint work of speech therapists with parents in our kindergarten is an integral part of everything pedagogical process and carried out in the following forms:
Individual conversations and consultations
Reminders
Questionnaire
Testing
parent meetings
Five minutes
Workshops
Round tables
Open classes
Hometasks
information stand
parent corners
Folders - sliders
To get acquainted with the requirements, techniques and content of our work watching your child parents are invited to open individual and frontal speech therapy classes. Such a form work allows parents: control the course of speech therapy work, to see the amount of knowledge of your child in a certain lexical topic and the variety of speech exercises, games, visual-game, speech material.
For many years, the system of preschool education existed, as it were, in isolation from the family, completely taking on the problems of education and development of children who entered general education institutions.
Research now strongly suggests that mindful inclusion parents in one, the process of upbringing and development of the child, joint with teachers, can significantly increase its effectiveness. Creating a single space for the development of the child is impossible if the efforts of teachers and parents will be carried out independently of each other, and both parties will remain in the dark about the plans and intentions of each other. Therefore, we consider that parents should know about the child not only positive information, but also negative. Parents should know the problems of the child and help to solve them.
The main form of interaction with parents at the teacher-speech therapist is a notebook for homework. We fill out a notebook twice a week in order to parents could consolidate the material covered with the child. Depending on the severity of the speech disorder, tasks in the notebook are given not only for sound pronunciation, but also for the formation of a dictionary, grammatical skills and skills for the development of attention, memory and fine motor skills of hands. This form work allows us to work more closely with parents and create a single speech mode.
Since 2003 at MBDOU "Chamomile" logorhythmic exercises. These classes include elements that have a health-improving orientation (general developmental exercises, Job over singing breathing, the simplest massage techniques, gymnastics for the eyes).
Significance work with parents is difficult to overestimate. The trouble of many modern parents- this is weak pedagogical knowledge, detachment, the reasons for which are hidden, first of all, in the absence of elementary psychological and pedagogical knowledge and unwillingness to parents understand complex world child. Therefore, success in the upbringing and education of children in a preschool institution largely depends on how pedagogical education is organized. parents. Work with children with underdevelopment of speech, includes, correctional and educational impact on the part of speech therapists and parents.
line up work with the family it is necessary on the basis of partnerships, a dialogue of mutual trust and understanding, this, of course, contributes to the development of the personality of a preschooler and is essential condition successful corrective work to correct speech defects.
Teacher-speech therapist plays a special role in improving the pedagogical culture, education parents. We plan and coordinate joint work, we determine together with other specialists (teacher-psychologist, educators, music director).
Main tasks in working with parents:
Establish partnerships with the family of each pupil;
Bring together teachers and parents for the development and education of children;
To create an atmosphere of common interests, emotional mutual support and mutual penetration into each other's problems;
Improve psychological and pedagogical competence parents in matters of speech development of the child;
Help parents in the performance of educational and correctional functions by them, to maintain their confidence in their own pedagogical capabilities;
Teach parents specific methods of speech therapy work.
Promotion of knowledge among parents on the speech development of children is carried out by us speech pathologists especially in close contact with parents.
Speech therapy classes help children cope with their pronunciation problems, and parents the speech therapist provides all the necessary information and home practical tasks that help the child at home to orientate in his mistakes and understand how to speak correctly. All this gives a good result in our work.
References:
1. Burlakova M. K. "Advice from a speech therapist", V. Sekachev, M., 2001
2. Maksakov Alexander, "Development of the correct speech of the child in the family", publishing house: "Mosaic-Synthesis", 2008
3. L. S. Volkova Logopedia. - M., 1989.
4. Gening M. G. Teaching preschoolers correct speech. - Cheboksary, 1980.
5. Filicheva T. B., Chirkina G. V.
The program of education and upbringing of children with phonetic and phonemic underdevelopment (senior group of kindergarten).
6. Filicheva T. B., Chirkina G. V., Tumanova T. V. Programs of preschool educational institutions of a compensating type for children with speech disorders - Education M., 2010.
speech pathologists: Zaripova Albina Ilgizarovna 1st qualification category, Martyanova Olga Alekseevna 1st qualification category.
"Correctional and speech therapy work to prevent dysgraphia and dyslexia in junior schoolchildren»
(generalization of the experience of work on the methodological topic of the teacher-speech therapist of the MOU Kologrivskaya secondary school Golubeva O.G.)
Relevance of the problem and perspective.
IN last years there has been a significant increase in the number of children experiencing various learning difficulties in primary school. "The problem of violations of writing and reading is one of the most relevant for school education, since writing and reading are transformed from a goal into a means of further acquiring knowledge by students." (Sadovnikova I.N. "Violations of written speech and their overcoming in younger students"). A huge role is given to the early detection of prerequisites for dysgraphia. Today, the concept of dysgraphia is understood as a partial specific violation of the writing process, in which persistent and recurring errors are observed: distortions and replacements of letters, distortions of the sound-syllabic structure of a word, violations of the coherence of writing individual words in a sentence, agrammatisms in writing.
Interest in the problems of early detection, prevention and correction of dysgraphia in children is due to the fact that writing as an activity plays an important role in a person’s life: it stimulates him mental development, provides general education, influences the formation of personality. The entire course of the normal speech development of a child proceeds according to strictly defined patterns, in which each already formed link is a kind of base for the full formation of the next one. Therefore, the loss of any one link (or a deviation from the norm in its development) prevents the normal development of other links “built on” above it. It is necessary to constantly monitor the timeliness of the child's acquisition of appropriate speech and other skills.
Dysgraphia and dyslexia never come out of nothing. Children suffering from reading and writing disorders need special speech therapy assistance, since specific writing errors cannot be overcome by ordinary school methods. These are, first of all, children whose pronunciation deficiencies are accompanied by underdevelopment of phoneme formation processes. The lag in phonetic development creates serious obstacles for the successful assimilation of the program material for reading and writing by the child, since he has insufficiently formed practical generalizations about the sound composition of the word. Even greater difficulties are experienced by children with ONR, which manifests itself in a violation of not only the pronunciation, but also the lexical and grammatical side of speech. Such children become failing students. As you know, any disease is easier to prevent than to cure. The main task of a speech therapist is to prevent and overcome academic failure due to the varying severity of speech underdevelopment, which improves the quality of the educational process. Therefore, the need for preventive work on the prevention of writing and reading errors is obvious to everyone.
Leading pedagogical idea.
Timely identification of students with speech pathology, the correct qualification of existing speech defects and the organization of corrective education adequate to the defect allows not only to prevent the appearance of writing and reading disorders in these children, but also to prevent a lag in the assimilation of program material in the Russian language. Overcoming and preventing speech disorders contributes to the deployment of the creative forces of the child's personality, eliminates obstacles to the realization of its social orientation, to the acquisition of knowledge.
Target: make an adequate idea of the prevention of dysgraphia and dyslexia in younger students, plan and implement speech therapy work in accordance with the information received, predict the possible result of correctional and developmental work.
Ways to implement the idea:
The study of psychological and pedagogical literature on the prevention of violations of writing and reading in younger students.
Implementation corrective work aimed at the formation and development of the components that underlie writing and reading.
Systematization of the game and game exercises to prevent reading and writing disorders.
Increasing the pedagogical literacy of teachers and parents on this topic;
Replenishment of the correctional and developmental environment of the office.
Main stages of work:
Stage 1. Determining the circle of sources of information, searching and compiling a list of references on this topic.
Stage 2. The study of advanced research of speech therapists, defectologists, teachers involved in the prevention of dysgraphia and dyslexia, a review of information on the Internet, the widespread use of Internet resources to get acquainted with the experience of colleagues,attending seminars, lessons and classes of teachers. Study of the legal framework on the organization of the work of the logopoint in order to optimize the work.
Stage 3. Designing work on this topic, drawing up a work plan.
Stage 4. Practical activities.
The main areas of work to prevent violations of the processes of writing and reading were:
Carrying out a speech therapy examination of students in grades 1-4, the study of non-verbal mental functions, the state of the motor sphere;
Overcoming violations of sound pronunciation;
Correction of violations of written speech;
The development of phonemic perception, phonemic hearing, sound analysis and synthesis;
The development of lexical grammatical structure speech;
Enrichment of vocabulary;
The development of connected speech.
Early prevention measures include the purposeful development in children of those mental functions that are necessary for the normal mastery of writing and reading skills. Thus, in addition to the direct correction of the speech defect, the development of the psychological base of speech was carried out. This work was carried out in the following areas:
Development of constructive praxis and tactile sensations.
Development of motor skills and graphomotor skills.
Formation and improvement of spatial representations.
In the process of work, to promote the development of the following mental processes in children: voluntary attention, logical thinking, visual and auditory perception, memory, speech of children.
Formation of reading skills.
Formation of learning activity skills: the ability to act according to verbal instructions, control over one's own actions.
The practical part began with a traditional examination of the speech and mental processes of children. The earlier the student is examined, the higher the likelihood that the work will be of a preventive nature, correcting difficulties in mastering the letter and preventing the occurrence of its persistent violation. The number of students identified during the survey with prerequisites for possible violations of reading and writing testified to the need for targeted preventive activities. On speech therapy classes in the process of working with schoolchildren used different kinds correctional work to eliminate and prevent speech deficiencies in the complex. Simultaneously with the work on the formation of phonemic processes, work was carried out on articulation and the correct pronunciation of sound in speech, clarification, activation and enrichment of the vocabulary, on the development and improvement of the grammatical structure of speech by mastering phrases, the connection of words in a sentence, models of various syntactic constructions and over coherent speech generally. In addition, much attention was paid to the development of visual perception, fine motor skills of the hand, the development of orientation in time and space, and the development of mental processes. The structure of the corrective speech therapy lesson has always included exercises and games for memorizing syllabic rows and chains, syllabic tables and reading cards, modeling letters from sticks, exercises "Finish the pattern", finger gymnastics, physical minutes for the development of spatial representations. Graphic dictations were also correctional and developmental exercises. Before each graphic dictation, the children were asked a riddle about the subject that they would depict in the lesson, this stimulated interest in the task, contributed to the development of auditory attention, thinking, expanding vocabulary and information about the environment.
Based on my practical experience as a speech therapist in an educational institution, it can be noted that in all areas of correctional educational activities to eliminate the shortcomings of oral speech, didactic games must be present as the main method of preventing possible later deviations in the development of written speech.
Since there is no single classification of dysgraphia, its generally recognized forms, most often found in the practice of speech therapy, were taken as a basis. Namely: acoustic and articulatory-acoustic dysgraphia, dysgraphia on the basis of unformed phonemic analysis and synthesis of words, optical dysgraphia, agrammatic dysgraphia.
Taking into account this classification, I developed, modernized and differentiated didactic games to overcome speech disorders and prevent dysgraphia in children:
Didactic games aimed at eliminating the prerequisites for acoustic and articulatory-acoustic dysgraphia: “Name the words”, “Be careful”, “Tell me like me”, “Who is more”.
Didactic games aimed at eliminating the prerequisites for dysgraphia on the basis of the unformed phonemic analysis and synthesis of words: "Who is more", "Kids", "Change the word", "Pick a flower", "Mushrooms".
Didactic games aimed at eliminating the prerequisites for optical dysgraphia: “Find fragments of the image”, “What is missing?”, “Repeat the drawing by cells”, “Unravel the letters”.
Didactic games aimed at eliminating the prerequisites of agrammatic dysgraphia: “We count”, “One, two, five”, “Big-small”, “Finish the sentence”, “What is it made of”.
The value of entertaining didactic games also lies in the fact that they help relieve tension and fear when writing in children who feel their own inadequacy in graphic-lexical activity, and create a positive emotional mood during the lesson. And knowledge acquired without interest, not colored by one's own positive attitude, positive emotions, does not become useful - this is a "dead weight". And most importantly, rejoicing at the opportunity to play, the child is happy to perform any tasks of the teacher and the necessary exercises, which naturally stimulates the correct speech of the student, both oral and written.
Cabinet application\presentation.pptx
Application\Complexes of didactic games.doc
Appendix \ Approximate content of the work on the development of the HMF.doc
2. Interaction with parents of students.
It is known that any professional activity of a teacher can be truly effective only if parents are active assistants and like-minded people. The purpose of the joint work is to activate parents, to draw their attention to those correctional and pedagogical tasks that are carried out in work with children. In working with parents, I used various methods and forms: questionnaires, discussion of the results of testing or examination of the child by me and at the PMPK, invitations to individual classes, parent meetings, consultations, homework, auxiliary visual aids (information stands, manuals), creative projects. In the course of working on projects, I came to the conclusion that this type of activity unites not only children and teachers with common impressions, experiences, emotions, but also parents. Parents have become more interested in the success of their children, offering their help.
3. Cooperation with teachers.
A huge role in the prevention of violations of written speech is played by the joint work of a speech therapist teacher and a class teacher. Both of them strive for a common goal - to provide a quality education to schoolchildren. For this, the teacher primary school every student needs to have enough high level general (including speech) development. Organizing work in this direction, I actively spoke with various messages at pedagogical councils, attended classes in order to determine the degree of mastery of the student by certain speech skills and abilities, which was the basis for building further corrective work in speech therapy classes. She recommended that teachers supplement and modify reading and writing lessons, introduce exercises for the development of speech hearing, the development of articulatory motor skills, fine motor skills of hands, etc. into their structure. In accordance with the content and the planned pace, didactic material was selected, recommendations were given in the work on rhyme, intonation, and stress. During the year, she attended meetings of the MO of primary school teachers, where she introduced teachers to the specifics and types of speech disorders that make it difficult for specific students to master reading and writing, with the methods of speech therapy work on. Together with primary school teachers, she participated in pedagogical councils on the adaptation of first-graders to school life and fifth-graders to new learning conditions. All forms of cooperation contributed to the development unified requirements to the student.
Appendix \ vyst on MO What is dysgraphia.doc
Appendix\seminar Relationship between a speech therapist teacher and a primary school teacher.doc
Stage 5 Presentation of the materials of the work on the methodological topic:
Conducting a workshop for parents of students "Peculiarities of the formation of the process of written speech";
Speech at the MO by primary school teachers “What is dysgraphia?”;
Conducting open individual classes for parents;
Design of stands with information for parents and teachers”;
Development and implementation of creative parent-child projects "Visiting the Letter", "Sound House", "Magic Flowers";
Conducting seminars-lectures at the training courses under the program "School of the Foster Parent" on the topics: "Causes and types of speech disorders", "Delayed speech development in children";
6. Results methodical work.
Development of didactic material and visualization for the prevention of dysgraphia and dyslexia in younger students (creation of a file cabinet of games and game exercises for the development cognitive processes and speech, designing folders for examining speech and automating sounds, making task cards for the development of phonemic hearing and sound analysis and synthesis, compiling summaries of individual and group lessons);
Creation of an electronic portfolio of professional activities;
Application\my portfolio.pptx
Creation of a personal mini-site in the social network of educators, placement of an electronic portfolio on it, methodical work “Psychocorrection as a way of socialization of children with autism in a mass school”.
When graduating from the speech therapy center, most students:
Received a complete understanding of the sound side of speech;
Mastered the skills of language analysis and synthesis;
Mastered the skills of correct writing and reading;
Received a developed coherent speech.
The results of work on the correction (development) of written speech and reading for 3 years.
Thus, the study of this topic and the application of its materials in practice gave a positive result in the prevention and correction of violations of written speech.
Professional activity for the future:
Continue work on the prevention of violations of oral and written speech of students; in a timely manner to prevent and overcome the failure of students due to their deviations in speech development.
Expand cooperation with teachers and parents, continue to disseminate knowledge about correctional pedagogical activity.
Efimenkova L.N. Correction of oral and written speech of students of a mass school. M., 1991
Kostromina S.N., Nagaeva L.G. How to overcome difficulties in learning to read.
Kornev A.N. Reading and writing disorders in children: Teaching aid SPb., 1997.
Lalaeva R.I. Elimination of reading disorders in secondary school students.
Levina R.E. Writing disorders in children with speech underdevelopment.
Mazanova E.V. Correction of optical dysgraphia. Summaries of classes for speech therapists.
Paramonova L.T. Prevention and elimination of dysgraphia in children.
Paramonova L.T. Dysgraphia: diagnosis, prevention, correction.
Povalyaeva M.A. Prevention and correction of violations of written speech.
Pravdina O.V. speech therapy.
Sadovnikova I.N. Written speech disorders in younger students.
Yastrebova A.V., Lazarenko O.I. I want to go to school.
Work plan for 2011-2012 academic year.
| Deadline |
||
| during the year |
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| Development of a long-term plan for the topic under study. | September |
|
| during the year |
||
| in tech. of the year |
||
| Create folder " Individual sessions on the formation of the correct sound pronunciation. | 1 quarter |
|
| Creation and preparation of the creative parent-child project "Magic Flowers". Application\project Magic flowers.rtf | 1 quarter |
|
| Speech to parents of first grade students with the message "Speech therapy assistance to students of a comprehensive school", "The results of diagnosing children's adaptation to school." 1A , 1B | 2nd quarter (November) |
|
| Implementation of the creative parent-child project "Magic Flowers" with 1st grade students. Application\project Magic flowers.rtf | 2nd quarter (November) |
|
| A selection of games to prevent dysgraphia and improve reading and writing for children with speech disorders. | during the year |
|
| The design of the folders "Articulation gymnastics" and "Speech examination". | in tech. Of the year |
|
| Design of the stand "Naughty Letters" for parents in the elementary school building. | 2 quarter |
|
| Speech at the MO by primary school teachers on the topic: "The relationship between a speech therapist teacher and a primary school teacher." Report on the results of speech therapy examination. | 2 quarter |
|
| Production and replenishment of visual material on this topic: production of syllabic tables, tables for the elimination of dysgraphia. | during the year |
|
| 2 quarter |
||
| Appendix \ Speech at a meeting of parents of first graders.doc | 3 quarter |
|
| 4 quarter |
||
| Implementation of cooperation with teachers of MDOU "Romashka", "Birch". | during the year |
Work plan for the 2012-2013 academic year.
| Dates |
||
| Continued study of psychological, pedagogical, methodological literature and periodicals "Speech therapist", "School speech therapist", " Primary School» on the topic «Prevention of dysgraphia and dyslexia in younger students». | during the year |
|
| Studying teaching aids on the development of phonemic perception, sound analysis and synthesis. | during the year |
|
| The study of new methods and techniques for the development of the lexical and grammatical structure of speech and for the enrichment of vocabulary. | during the year |
|
| Compilation of summaries of individual and group lessons. | during the year |
|
| Drawing up a card index of games for the development of fine motor skills. | during the year |
|
| Making a corner "Our deft fingers" in the office. | 1 quarter |
|
| Development of a card index of games and exercises for parents and children. | during the year |
|
| Development of a card file of games and exercises for the development of cognitive processes and speech. (folder "Consultation for parents", card file of tasks "Visiting the letter", folder "Differentiation of sounds in the text". | during the year |
|
| Creation and preparation of the creative parent-child project "Visiting the Letter". Application\project Visiting the letter.rtf | 1 quarter |
|
| 1 quarter |
||
| Implementation of the creative parent-child project "Visiting the letter" with students in grades 1-2. Application\project Visiting the letter.rtf | 1 quarter |
|
| Making a stand "What is dysgraphia and dyslexia" for parents in the elementary school building. | 2 quarter |
|
| Speech at the pedagogical council on the results of class-generalizing control in the 1st grade with a report on the results of diagnosing students' adaptation to school and providing information on the results of a speech therapy examination. | 2 quarter |
|
| Participation in the commission for the admission of children to school. Express diagnostics of psychophysiological and speech readiness of children for schooling. Recommendation work with parents on the development of cognitive processes and speech of future first-graders. | 3 quarter spring break |
|
| Speech to parents of future first graders with the message “Speech and psychological readiness child for schooling. Appendix \ Speech at a meeting of parents of first graders.doc | 4 quarter |
|
| during the year |
||
| Speech at the pedagogical council based on the results of class-generalizing control in grades 4 with a report on the results of diagnosing the level of readiness for teaching children in the middle link. (the level of development of thinking, attention, memory, learning motivation). | 4 quarter |
|
| Conducting a seminar-lecture at the training courses under the program "School of a foster parent" on the topic: "Causes and types of speech disorders." Application\seminar of KTSSON Causes and types of speech violations.rtf |
Work plan for the 2013-2014 academic year.
| Dates |
||
| The study of psychological, pedagogical, methodological literature and periodicals "Speech therapist", "School speech therapist", "Primary school" on the topic "Prevention of dysgraphia and dyslexia in younger students." | during the year |
|
| Overview of information on the Internet. Wide use of Internet resources to get acquainted with the experience of colleagues. | during the year |
|
| Compilation of summaries of individual and group lessons. | during the year |
|
| Development of a card file of games and exercises for the development of cognitive processes and speech. (folders "Development of attention", "Graphomoric dictations", "Development of language analysis and synthesis - dz", "Vocabulary", folders for automation of sounds Р, С, З, Ш). | during the year |
|
| Creation and preparation of the creative parent-child project "Sound House". Application\project Sound house.doc | 1 quarter |
|
| Speech to parents of first grade students with the message "Speech therapy assistance to students of a comprehensive school", "The results of diagnosing children's adaptation to school." 1A, 1B | 1 quarter |
|
| Implementation of the creative parent-child project "Sound House" with students in grades 1-2. | ||
| Participation in the regional competition methodological developments in the nomination "Socialization of children with disabilities". Work on the topic “Psychocorrection as a means of socialization of children with autism in a mass school. Competitive work.rtf | ||
| Speech at the pedagogical council on the results of class-generalizing control in the 1st grade with a report on the results of diagnosing students' adaptation to school and providing information on the results of a speech therapy examination. | 2 quarter |
|
| Participation in the commission for the admission of children to school. Express diagnostics of psychophysiological and speech readiness of children for schooling. Recommendation work with parents on the development of cognitive processes and speech of future first-graders. | 3 quarter spring break |
|
| Conducting a seminar - workshop for teachers of the whole school on the topic: Pitfalls of the formation of written speech. Application\seminar pitfalls.rtf | 3 quarter spring break |
|
| Speech to the parents of future first-graders with the message "Speech and psychological readiness of the child to study at school." Appendix \ Speech at a meeting of parents of first graders.doc | ||
| Counseling parents of students admitted to the speech center. | during the year |
|
| Speech at the pedagogical council based on the results of class-generalizing control in grades 4 with a report on the results of diagnosing the level of readiness for teaching children in the middle link. (the level of development of thinking, attention, memory, learning motivation). | 4 quarter |
|
| Creation of an electronic portfolio and posting it on the website of the MOU Kologrivskaya secondary school. my portfolio.pptx | ||
| Conducting a seminar-lecture at the training courses under the program "School of the Foster Parent" on the topic: "Delayed speech development in children." Application\seminar KTSSON Delayed speech development in children.rtf |