Reading: software and methodological materials: a manual for teachers. Ishimova, Olga Anatolyevna - Speech therapy support for primary school students

The manual discusses issues of organizational and methodological work of a teacher educator in state educational institutions, the specifics of the work, and the features of the design and maintenance of mandatory and necessary documentation.

Speech therapist and school.
The work of a speech therapist teacher, on the one hand, is determined by the general strategic goals and objectives of the school and is in accordance with state education standards. On the other hand, a teacher-speech therapist follows private purely professional goals and objectives that determine the main directions of activity, providing, first of all, assistance to children experiencing difficulties in mastering general education programs (primarily in the Russian language), assisting teachers in educational working with this category of children, which ultimately helps to optimize the general educational process.

Thus, the director, as an official representative of the educational institution, is extremely interested in the appearance of a speech therapist teacher among the staff, supporting and assisting in the organization of work at all its stages, expecting from the specialist a reciprocal interest, demonstration of professionalism and the effectiveness of speech therapy assistance. At the same time, the promotion of speech therapy knowledge is not a manifestation of its significance and benefits, but the effective and efficient work of a speech therapist teacher, who, as a rule, is the only specialist in the field of correctional pedagogy in a general education institution.

CONTENT
Instead of a preface
Part 1. General provisions
1.1. Speech therapist and school
1.2. Registration for work
1.3. Rights, duties and responsibilities
Job description of a speech therapist teacher
1.4. Certification
Part 2. Organizational activities
2.1. Workplace
Cabinet passport
2.2. Work organization
Work plan
Schedule
Part 3. Connection of disciplines
Part 4. Contents of the work
Part 5. Survey
Child's individual card
Individual speech card
Map of specific errors
Survey log
Part 6. Organization of the correctional work process
Group card
Long-term planning (individual, group)
Thematic lesson planning
Journal of speech therapy sessions
Speech therapy session summary
Part 7. Summing up
Work report
Dialogue with an opponent
Application
On the organization of the work of a speech therapy center in a general education institution (extract)
2.1 Tariff and qualification characteristics (requirements) for positions of employees of educational institutions of the Russian Federation
3.1 Temporary requirements for assessing qualifications and the level of professional competence when assigning a qualification category.

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Work program of the course “Speech therapy support for primary school students. Letter" 2nd grade.

EXPLANATORY NOTE

The program was developed in accordance with the provisions of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, where an important condition for the successful education of children with characteristics of psychophysical development and health status is the organization of “social, pedagogical and psychological assistance, psychological -medical and pedagogical correction” (Article 34, Part 1, Clause 2). The program was developed in accordance with the requirements of the Federal State Educational Standard (FSES) for the basic educational program of primary general education (GEE).

The Federal State Educational Standard of the National Educational Institution has set the task of ensuring “equal opportunities for obtaining high-quality primary general education” for all children entering school. The Standard specifies the mandatory “taking into account the individual, age, psychological, and physiological characteristics of children.”

Organization of speech therapy assistance is one of the conditions for the successful education of children with speech and writing disorders at school. Students with speech impairments experience significant difficulties in mastering the basic general education program of primary general education. These students need to organize special learning conditions taking into account their special educational needs.

The program of correctional pedagogical work is aimed at creating a system of comprehensive assistance to children with speech disorders in students’ mastery of the educational program. The content of the program will be determined by the needs and characteristics of children with speech impairments who study in an educational institution.

An important goal of this program is to correct deficiencies in the speech development of students and their social adaptation. All course topics are aimed at achieving positive results when studying the Russian language course, speech development and communication skills in general. The information that children receive in speech therapy classes mainly systematizes and deepens the knowledge acquired in Russian language lessons. In this context, the importance of speech therapy work in secondary schools as a special type of assistance to children experiencing difficulties in communication and learning cannot be overestimated.

The work program is developed based on:

instructional letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution” Ministry of Education and Science of the Russian Federation;
methodological recommendations “Content and organization of speech therapy work of a speech therapist at a general education institution” T.P. Bessonova, Moscow 2012;
regulations on a speech therapy center at a general education institution;
program and methodological materials “Speech therapy support for primary school students. Letter" by O. A. Ishimova, S. N. Shakhovskaya, A. A. Almazova, Moscow, "Enlightenment", 2014.

The methodological basis for the development of the program was the provisions of philosophy and psychology about language as the most important means of communication and cognition (L.S. Vygotsky, A.R. Luria, etc.), the provisions of general and special psychology and pedagogy about the unity of speech and mental development (B L.S. Vygotsky, A.N. Leontiev, A.R. the principle of a systematic approach to the diagnosis and correction of speech ontogenesis disorders (L.S. Vygotsky, R.E. Levina, L.F. Spirova, R.I. Lalaeva); scientific and theoretical provisions of the activity approach in teaching about the need to develop writing as a meta-subject skill (L. S. Vygotsky, P. Ya. Galperin, A. N. Leontyev, D. B. Elkonin, V. V. Davydov).

The program is based on the principle of a system-activity approach, taking into account an interdisciplinary integrated approach, the gradual formation of mental actions. In correctional pedagogical work, communicative, cognitive, transformative, systematizing and control methods are used. The system of methods is based on the goals and objectives of correctional and developmental classes and the corresponding activities of the teacher and students (V. A. Onishchuk).

The program is intended for general education organizations implementing the basic general education program and is used in correctional and pedagogical work with students, as part of speech therapy support.

Goals and objectives of the course “Speech therapy support for primary school students “Writing”. 2nd grade.

The purpose of correctional pedagogical work:

promoting the personal development of a primary school student with speech pathology, taking into account his current, potential and compensatory capabilities;
ensuring the completeness of the process of adaptation of schoolchildren with speech impairments in the conditions of integration into the educational space of the school;
correction of students’ writing impairments, the formation of such actions and operations that should contribute to the formation of writing skills in the absence or significant reduction of specific (dysgraphic) errors.

Correction and development tasks:

eliminate violations in oral and written speech;
prevent the risk of affective layers in the development of cognitive processes;
prevent the risk of possible manifestations of behavior changes arising as a result of difficulties in learning and in the formation of interpersonal relationships;
improve the functional status of students with speech pathology through sensorimotor correction, which is an effective means of overcoming and preventing the manifestations of dysontogenesis.

Course characteristics

The system of complex (group, subgroup, individual) speech therapy classes for the development of children's language ability is built on the basis of thematic planning using dynamic visualization, grouped (structured) in a certain way. The content contains a simultaneous systemic focus on the development of all aspects of speech, language and mental activity of children and all mental processes (attention, perception, memory, operations of analysis and synthesis, classification, generalization, opposition, etc.). All classes are compiled according to a single algorithm, providing for different types of children’s activities. Speech therapy classes are conducted with a group of students or in individual work when organizing correctional pedagogical work.

Correctional pedagogical work is carried out in two stages:

the first stage is the prevention of difficulties in writing writing (1st grade, approximate duration 0.5-1.5 years);
the second stage is the correction of writing impairment (grades 2-4, approximate duration 1.5-2.5 years).

As part of the second stage, correctional and pedagogical work is carried out to eliminate dysgraphic errors, taking into account the nature of their manifestation, preventing or reducing the number of spelling errors (the main stage for correcting dysgraphia and preventing dysorthography).

The second stage of correctional pedagogical work includes:

creating an indicative basis for methods of interrelated actions and operations with speech-language units and preparing for the assimilation of materials;
mastery of the necessary operations and methods of action, as well as their integration for the formation of correct writing skills.

Morphological principle. Its content is that each morpheme is written as identically as possible, regardless of its pronunciation, and the reflection of the identity of the morpheme, its phonemic composition is conveyed by a strong phonetic position.

Lexico-morphological principle. Determines the combined and separate spelling of words.

Word formation and grammatical principle. It is used when writing complex words that have more than one motivating basis (forest park, deaf-blind).

Syntactic principle. Determines the use of capital letters when dividing text.

Traditional principle. Reflects the choice of letters not on the basis of testing a strong position, but on the basis of etymology and tradition, defined in dictionary order (so-called “dictionary words”).

Second phase.

First section.

The goal is to prepare students to perceive the general scheme of speech material. In this section, observation, comparison, analysis and consolidation are carried out in parallel by attracting children's attention to their possible implementation of didactic tasks of various levels of complexity.

Presentation and perception of a new fragment of material content is carried out using communicative, cognitive, transformative, systematizing methods. When assessing the methods of action mastered by children, control and self-control of the success of perception and understanding of educational material, as well as the primary consolidation of what has been learned, are taken into account.

While going through the topics of the section, the reasons for difficulties in students mastering oral-speech skills, writing, and the speech-language capabilities of children are clarified; ways of further work are outlined.

The main task of speech therapy will be the creation of motivational incentives that should contribute to: speech development; mastering the language system; preparation for the formation of ideas about the composition of speech-language units, the principles of their organization and interaction; children's awareness of the relationship between the content and semantic aspects of speech and the means of their expression in the process of observing the basic units of language and speech.

Direction of correctional pedagogical work: correction of disorders in the development of oral speech (phonetic-phonemic, lexical-grammatical components). This area includes:

correction of pronunciation problems (if any);
development of phonemic perception: auditory-pronunciation differentiation of disturbed sounds;
filling gaps in the development of lexico-grammatical means of the language: clarification and expansion of vocabulary, the formation of ideas about the semantic structure of a word, clarification and development of the grammatical design of coherent speech when constructing a coherent statement in oral form.

the ability to differentiate the characteristics of speech-language units;
absence of defectively pronounced sounds;
readiness to complete the tasks of the second section with the direct assistance of a speech therapist.

Second section. The goal is the formation of such actions and operations that should contribute to the formation of writing skills in the absence or significant reduction of specific errors. The characteristic of the second section is repetition, specification, and repeated reproduction of the general scheme of the material covered. This section is the main one in the work on dysgraphia correction.

Directions of correctional pedagogical work:

correction of writing impairment caused by immaturity of the phonemic and lexical components of language ability; development of phonemic processes (phonemic perception - auditory-pronunciation differentiation of phonemes; phonemic analysis);
correction of writing impairment caused by immaturity of non-verbal forms of mental processes: development of visual perception, spatial orientation; development of hand-eye coordination, general and fine motor skills, graphic skills; development of attention and memory.

The main indicators of the effectiveness of correctional pedagogical work are:

formation of full-fledged phonemic processes: phonemic perception (differentiation of phonemes), accuracy and speed of phonemic analysis and synthesis;
the formation of readiness to perceive orthograms, the spelling of which is based on complete ideas about the sound composition of the word;
development of non-verbal forms of mental processes: visual perception, spatial orientation;
hand-eye coordination, gross and fine motor skills, graphic skills;
correctness and speed of translation of phoneme into grapheme, grapheme into kineme when performing reproductive tasks (copying, dictation).

In all sections of the second stage of work, the directions are not identified as completely independent. At every speech therapy lesson, children listen, speak, tell stories, invent, write, and read. The practical orientation of the work is achieved by updating existing speech-language knowledge, the ability to use it in oral communication, in the perception and creation of written text. The sources of oral and written language use are: communication between children, communication between children and a speech therapist, reading a coherent text, creating their own texts, working with them in oral and written forms. Texts prepared and created by children form an organic unity and contain information about the surrounding reality, about the rules of language use, and at the same time form, develop, and enrich the ability to use the means of oral and written speech.

The proposed structuring of correctional pedagogical work creates a qualitatively different way of thinking for children, which encourages them to consider all phenomena in their relationships, to reveal a new role for what is already known, giving systematicity to the knowledge they receive.

Training is non-judgmental. The assessment system is based on self-assessment using the “Rate your progress” table. Assessing the success of completing tasks and exercises at the end of each lesson is carried out in the form of observation, self-assessment and external assessment of an adult to create a situation of success.

Target audience: second grade students with speech impairment (general speech underdevelopment), experiencing difficulties in mastering the basic general education program of primary general education and needing to organize special learning conditions taking into account special educational needs.

The majority of students with speech impairment have:

insufficient development of mental processes (memory, attention, thinking);
increased fatigue;
unclear diction, insufficient articulation;
violation of dynamic praxis of the hand;
violation of letter gnosis;
difficulty perceiving the rhythmic structure of a word;
violation of the lexical and grammatical structure of speech;
underdevelopment of the emotional-volitional sphere.

When working with students with severe speech impairments, the duration of the second stage of correctional pedagogical work can be increased taking into account their educational needs. In cases of severe writing impairment, characterized by variable and persistent dysgraphic and spelling errors, correctional pedagogical work with students can be continued.

Course location description

“Speech therapy support for primary school students. Letter". 2nd grade.

The number of topics at the second stage is determined approximately - 90 hours. In working with students who have general speech underdevelopment, thematic planning has been drawn up for the entire school year, taking into account their educational needs. Classes are conducted individually, in subgroups and groups of students from September 15 to May 15. The timing of correction may vary depending on a number of factors: the severity of speech underdevelopment, the child’s compensatory capabilities, the child’s psychophysiological capabilities, the state of his intelligence, the child’s regularity in attending classes, doing homework, etc. For various speech disorders, correction covers different stages and periods of work and has different durations.
This course relates to additional education.

Number of hours per week according to the program: 3
Number of hours per year: 90
Number of hours for student examination:
at the beginning of the school year: 2 weeks
at the end of the school year: 2 weeks

Value guidelines for the content of correctional pedagogical work.

“Speech therapy support for primary school students. Letter". 2nd grade.

The Russian language is the state language of the Russian Federation, the native language of the Russian people, a means of interethnic communication, therefore speech therapy classes help students develop ideas about language as the main means of human communication, a phenomenon of national culture and the basis of national identity. In the process of correctional pedagogical training, elementary school students develop a positive emotional and value attitude towards the Russian language, a desire for its competent use, and an understanding that correct oral speech is an indicator of a person’s general culture. At speech therapy classes, students receive an initial understanding of the norms of the Russian literary language and the rules of speech etiquette, learn to navigate the goals, objectives, conditions of communication, and the choice of adequate means for the successful development of communicative tasks. Speech therapy classes are the basis for students to successfully master the basic general education program and contribute to the achievement of not only subject, but also meta-subject and personal results.

Personal, meta-subject and subject results of mastering the course “Speech therapy support for primary school students. Letter". 2nd grade.

With the introduction of the Federal State Educational Standard of Education, the priority becomes the formation of the student’s personality through the development of universal educational activities, as a key condition for increasing the effectiveness of the educational process in the new conditions of social development. Corrective speech therapy work helps prevent or minimize difficulties in achieving personal, meta-subject results (communicative, cognitive, regulatory universal educational activities).

Personal UUD:

formation of a positive attitude towards speech therapy classes and cognitive activity;
a conscious attitude towards one’s speech and writing, awareness of language as the main means of human communication;
be aware of your difficulties and strive to overcome them;
develop the ability for adequate self-assessment of one’s actions, based on the criterion of success of educational activities;

Regulatory UUD:

performing educational activities in oral and written speech;
listen purposefully to the speech therapist and students, receive information;
exercise self-control over the pronunciation of choreographed and automated sounds in one’s own speech;
plan your action in accordance with the task at hand, including internally;
act according to the planned plan, according to instructions presented in verbal or schematic form;
perform self-control actions when writing, develop volitional self-regulation;
evaluate educational activities and make appropriate adjustments to their implementation.

Cognitive UUD:

conduct observations of the facts of language and speech, extract certain information from them, reflect on it, express your assumptions;
process the information received, provide it orally and in writing;
use sign-symbolic means when studying the concepts of sentence, word, syllable, sound;
use different methods of recording information (verbal, schematic);
carry out targeted observations, actions of analysis, synthesis, comparison, grouping, classification according to the specified parameters;
establish cause-and-effect relationships, draw analogies, make inferences, conclusions, generalizations;
subsume specific facts of language under concepts based on identifying known essential features.
be aware of the general method of action for solving various language and speech problems, focus on it when solving specific problems;
reflection on methods and conditions of action, control and evaluation of the process and results of activity.

Communicative UUD:

active use of speech means to solve communicative and cognitive problems;
ask and answer questions in simple sentences with little spread and in correct grammatical sequence;
formalize your thoughts in oral and written form, improving students’ coherent speech;
participate in the general conversation, trying to follow the rules of communication;
try to accept a different point of view, be ready to adjust your point of view;
negotiate and come to a common decision in joint activities.

“Speech therapy support for primary school students. Letter". 2nd grade.

The peculiarity of the second stage is preparation for the formation of an idea about the composition of speech-language units, the principles of their organization and interaction, children’s awareness of the relationship between the content, semantic side of speech and means of expression based on observation of the basic units of language and speech. Further correctional pedagogical work involves the use of variable tasks of a special focus with their repeated repetition to form the operations and methods of action necessary for the development of correct writing.

Need for communication.

A decisive role in this is played by the general atmosphere in the classroom, which is determined by the tone and style of communication between the speech therapist and children and between children. The importance of conversation is great for creating interest, expanding children’s knowledge and ideas about the world around them and for the development of dialogic, monologue speech.
The solution to the problem - to constantly expand the field for active speech-mental activity of children - is facilitated by situations of dispute, discussions specially organized by a speech therapist, during which children compare, analyze, and prove. This is how one gains experience in mental activity, expressing one’s thoughts in words, and listening to each other.

Oral comprehension and spoken language.

The formation of the perception process is a complex activity of recognition, comprehension, awareness and understanding of speech, which anticipates and determines the formation of speech skills. Essential for speech development is the child’s understanding of the situation of oral and written communication and their differences. These observations are introduced from the first days of work. At the beginning of the work, oral speech dominates, but it is updated in connection with the analysis of written speech (finished texts). Therefore, the ability to work with text becomes extremely important.
Speech is dialogical, monologue.

During oral communication, when the interlocutors hear and see each other, speech takes on a more condensed appearance than in written communication. Observation with children of the characteristics of oral and written speech, dialogical and monologue speech. All these differences are established against the background of children’s awareness of the dependence of the nature of verbal communication on the communication situation and on the personality of the interlocutor. One question from the speech therapist teacher receives several answers from the children. Children come to the right answer by turning not only to a speech therapist, but also to each other. It is necessary that children carefully and respectfully be able to listen to the opinion of another, so that in case of disagreement, they can correct him in a tactful manner.

This can be achieved if, from the very beginning, you attract children’s attention to successful answers, and most importantly, give them the opportunity to speak out. It is important to involve all children in the analysis of the answer received, so that they complement, clarify, and correct each other. And this requires great attention to the word - yours and your comrades.

Comprehension of written language (reading). Text.

One of the areas of speech therapy work is to promote the formation of written speech. Its motive is the need to convey the thoughts, feelings, and impressions of a person with whom contact through oral speech is impossible. Motivation is identified as the leading factor. In the process of working with children with writing impairments, it is necessary to form motivation for written speech and include special techniques in this work, the implementation of which will ensure the future success of the formation of written and speech expression.

Objectives and content of correctional pedagogical work.

Develop your own speech motives that encourage you to combine individual sentences into a single semantic whole. The main thing is that the motive of speech is understood; only then will it act as a trigger mechanism for any activity, including speech.
To form in students an idea of a coherent statement as a single semantic whole. At the same time, at the initial stage, primary attention is paid to solving emotional and mental problems, and then linguistic ones. Types of tasks: compare a set of individual words, sentences with a coherent text and determine what you can select or draw a picture for (plot picture - narrative text; subject picture - descriptive text); compare text with a set of incoherent sentences, work with deformed text.
Learn to analyze text using the method of modeling the structure of different types of finished texts. Taking into account the connection of sentences, texts are divided into narrative - “chain” type, descriptive - “parallel” type. To compile a text model, a figurative code is used (the subject of the statement is a picture, then the subject pictures are replaced by a word) and a verbal code (a message about the subject - a predicate - a written word). Relying on methods of action in the process of constructing a text model promotes thinking, memorizing and retelling finished texts, is an effective way to control the consistency in presentation and prepares for the generation of productive (independent) types of coherent utterance.
Select lexical and grammatical material taking into account the thematic principle and the principle of frequency.

Work on grammatical development is carried out in parallel with vocabulary work. Mastering grammar creates prospects for mastering speech as a whole: for the growth of vocabulary and for the development of the sound side. The child must master certain grammatical structures (syntactic and morphological). From the grammatical constructions, the most significant ones for the development of the predicative function of speech and those that are often found in the language are selected.

Such work contributes to both the activation of the vocabulary and the formation of a coherent statement.

This sequence of work makes it possible to form in children both speech and language operations that ensure the process of realizing an independent coherent statement in oral speech and creating the prerequisites for the realization of a coherent statement in written form in the future. In the process of completing tasks, an idea of what a coherent statement (text) is is formed.

Conditions for perceiving the text: with auditory perception without visual support for the text, with auditory perception with simultaneous tracking of the text, with independent reading (for reading children).

Necessary and sufficient in the text to express the purpose of the statement in accordance with the chosen form: a riddle and recognition of an object by its description, a fairy tale about an animal and a story about it.

Requirements for choosing a finished text: must have no more than 7 sentences (taking into account the volume of simultaneous perception), developmental character and educational potential.

The difference between poetry and prose, fairy tale and fable. Features of the text: structural integrity, semantic coherence.

Offer

A sentence in a broad sense is a message. In this case, a sentence expresses a message, as a rule, not in isolation, but surrounded by other communicating units (sentences) and is connected with them by meaningful, syntactic relationships. Entering the text as its constructive component, the sentence, together with other units, organizes the corresponding super-phrase unity and relates its parts to each other.

Determining the place of a sentence in the system of other units: a sentence is divided into words and phrases - units of the lowest level in relation to the sentence. Structural model of a sentence.

Both the sentence and the word are characterized by the presence of a generalized meaning (the semantic side) and a means of expressing it (the formal side). But they express the meaning differently. Only with the help of a sentence can information about reality be conveyed. Thoughts and emotions expressed through sentences help us navigate life, the environment, and relationships with other people. In this the unity of language and thinking, the unity of language and feelings, and the will of man finds its manifestation. At the same time, words that are associated with individual concepts do not have such functions. Separately taken out of context and situation, words do not affirm or deny anything, and do not give any Idea about reality.
To express the content contained in a sentence, the following linguistic means are used: forms of individual words, function words (prepositions, conjunctions, particles and connectives), intonation (voice melody, logical stress, pause), word order.

All these linguistic means must be the object of observation. Their consideration will contribute to the understanding of many categories of morphology, syntax, the formation of expressive reading, and ultimately, the understanding of the statement, which is their purpose.

Let's look at some of these linguistic means:

The Russian language has a developed, rich system of declensions and conjugations. Declension and conjugation forms usually perform syntactic functions. In many cases, inflections of words give a very clear idea of both the connection between words and the role of these words in a sentence. Based on the analysis of sentences, conclusions can be drawn about their semantic difference and the formal indicator of this difference: A letter was sent to my brother. The letter was sent by my brother.
Function words establish different relationships between words and between sentences. Prepositions in many ways serve as additional means in the declension system. They act as a means of communication, acting in conjunction with case forms, and express the dependent position of nouns in a sentence. The peculiarity of the prepositions of place and direction is revealed. Otherwise, conjunctions are used that introduce certain shades of meaning, establish relationships between words in a sentence, between individual sentences.

One of the reasons for the incorrect use of prepositions and word forms is the inability to “see” a sentence and establish word connections. However, in speech therapy work, a sentence is often analyzed only for the purpose of correct spelling (sentence boundaries) and counting the number of words. Questions are not raised about why we write this way, why we read this way, the opportunity for observations of linguistic phenomena accessible to the child is missed, which means that the habit of analyzing them is not developed.

Intonation offers a lot of room for observation. For oral speech, intonation plays an extremely important role in the organization of sentences. It is necessary to focus on what intonation contributes to the meaning of the entire sentence, to the establishment of relationships between its individual parts. If listeners could not detect intonation, and the speaker could not express it, then we would not understand exactly what is being communicated.

Work on intonation will be more effective if it takes place on live conversational material. To do this, it is necessary to draw children's attention to the appropriateness or inappropriateness of the intonation with which their comrades speak and read. Intonation includes pauses (breaks in pronunciation), voice melody (raising or lowering), and different types of stress.

The meaningful pronunciation of each sentence requires a very definite division into speech beats using a pause. As a rule, in the flow of oral speech, pauses separate entire phrases, and sometimes even sentences. When writing, pauses are not indicated. It is necessary to show children this feature of oral speech in comparison with written speech, where each word is written separately. When knowledge collides, objectively established collisions are used to stimulate intense mental activity in children (the “knowledge collision” technique).

To practice separate spelling of words, graphic sentence diagrams are used. These tasks are valuable for the development of children and their acquisition of skills. When a child copies, writes under dictation or self-dictation, he performs the function of transcoding sound into a letter sign (or a letter sign into sound). Thus, he masters the sound-letter sign system. When working with graphical diagrams of sentences (or words), it encodes entire words with certain symbols. The difficulty associated with memorizing and drawing letters and their connections is removed, but the recoding function is retained, which is trained in easier conditions of perception.

Types of tasks:

dividing speech into sentences;
defining the boundaries of the proposal;
drawing up proposal diagrams;
observation of the semantic and intonation completeness of sentences of different structure (uncommon, common sentences);
restoration of deformed sentences;
making sentences from these words;
distribution of sentences according to a given verb, according to a given stem;
changing words to make as many sentences as possible. You can add other words (prepositions). Observations are made of how the meaning of a statement and the form of a word change when the preposition changes;
adding not just one, but any number of words. In this case, the number of options becomes limitless. This type of task can be completed either orally or in writing.

Tasks on composing sentences from words are effective preparatory exercises for your own writing. The same role of indirect preparation for composition is played by the restoration of deformed sentences and texts.

Tasks to restore sentences and texts have a high developmental potential, as they require complex intellectual actions and various skills: updating the child’s ideas and associations related to the situation and reflected in the sentence and text; retention of individual words and sentences in memory; the ability to establish logical, semantic and grammatical connections between words when composing sentences and between sentences when composing text. Therefore, the level of performance of such work can serve as a fairly reliable means of diagnosing the maturity of these aspects of a child’s development and the formation of certain skills.

To find out the child’s level of readiness to complete the listed tasks, tasks are offered in the most difficult version (sensitive conditions): individual words to compose a sentence are written on the board. In cases of difficulty, the following types of assistance are provided:

individual explanation of the task (difficulties associated with auditory perception are removed);
words or sentences in the same form as on the board are presented on a piece of paper (difficulties associated with visual perception of what is read from the board are removed);
words or sentences are additionally read by a speech therapist (difficulties associated with reading are eliminated);
use of visual and effective support: the piece of paper is cut into individual words or sentences (difficulties associated with mental actions, retention of words in memory and reading techniques are eliminated).

Failure to complete the task under the given conditions suggests that the area of difficulty is associated with a certain underdevelopment of analytical-synthetic activity, which underlies the establishment of logical connections, or a lack of efficiency in the work of visual analyzers, poor spatial orientation.

A detailed analysis of such multifaceted activities as the restoration of deformed sentences or texts allows us to identify the capabilities of each student. Some children need general approval, attention, an individual explanation of the task, others will do the work correctly if they go through trial and error, matching individual sentences on separate pieces of paper; still others need an indication of the basis of the sentence, the first sentence, so that a logical chain is built.

The difference in the purpose of individual and frontal help from a speech therapist. The purpose of frontal assistance is to prevent errors. However, mistakes are overcome precisely during the activity, so help is provided to the child not before completing the task, but after he encounters a difficulty and recognizes it as a difficulty that must be overcome. In this case, the help stimulates the analysis of the reasons for the difficulties in completing the task. The structure of activity is revealed to the child through his experience, which contributes to its awareness: “A conscious function,” wrote L. S. Vygotsky, “acquires other possibilities of action. To realize means to master to a certain extent.”

Word. Lexical meaning.

The lexical-semantic organization of an utterance is based on the choice of word as the minimum component of the utterance. The criteria for such a choice are phonetic (acoustic-articulatory) and semantic features of the word. To generate a statement, primacy belongs to the choice of words based on semantic characteristics. This indicates the need to solve problems not so much in accumulating a vocabulary, but in clarifying and activating it and involves work on streamlining the system of syntagmatic and paradigmatic semantic relationships between words. Particularly important is the formation of paradigmatic relationships between words: between antonyms, synonyms, homonyms, polysemantic words, etc. The main mental operations for streamlining semantic relationships between words, streamlining linguistic units are analysis and synthesis, comparison and comparison.

Types of tasks: word selection by similarity - synonymy, by contrast - antonymy, by subordination within one subset (ocean, sea, lake, pond), according to the principle of expansion and contraction from generic concepts to species (bird, falcon). Such tasks contribute to the formation of a semantic type of search, reducing errors due to random selection of words.

The word is often called the building material of sentences. Therefore, when it came to a sentence, the features of the word were revealed. The most important function of a word as a unit of language is its denomination (nominative) function. Every object, action, sign has a name, title. When using a word in speech, we do not create it anew, but only extract it from memory as something ready-made, that is, we reproduce it. This significantly distinguishes a word from a sentence. Forming a proposal is always the creation of a new form in accordance with the conveyed content, i.e. it is always a creative process. This difference is also reflected in the methodology of working with words and sentences.

The word has the ability to generalize and at the same time denote the individual, unique. The word is inextricably linked with our knowledge of the world, thoughts and feelings, with our life experience and the ability to “replace” the things we talk about.

Each unit of language is a two-way unit with form and content. The form of a word (or the sign of a word) is its graphic (or sound) expression, the content is its lexical meaning.

Children observe how the meaning of a word changes (phonetic and grammatical observations of words take place along with an analysis of its meaning): when one phoneme changes: house - tom - catfish; when changing the morpheme: joy – joyful – to please.

In the minds of children, it is imperative to separate the meaning of an object (phenomenon, action, sign) from the sound (sign) of the word. The connection between the sound and meaning of a word is not itself subject-specific: the sound side of the word (as a rule) does not reflect any properties of the object designated by the word. At the same time, there are quite a lot of words for which the reason for the name is clear, since it is based on a well-known name: blueberry, blueberry, boneberry. Thus, motivated names (with a clear reason for the name) and unmotivated ones are distinguished. Words with a simple, non-derivative base and many borrowed words are usually unmotivated: house, school, floor. Words with a derived base are usually motivated: oak, schoolboy, multi-story.

One of the goals of vocabulary work is to familiarize children with the lexical meaning of words that children misunderstand.

Working methods:

explanation of the meaning of unclear words, including explanation of motivated names;
observing the compatibility of words with other words; comparison with synonyms, antonyms;
observations of the meaning of a word gradually develop into observations of nests of related words - words close in meaning and sound: cook - jam, ladle - cook.

Classification of words taking into account their meaning: based on semantic associations by similarity and contiguity. An association by contiguity brings together a number of words related to a specific topic, which is why such groups are called thematic. The thematic group includes words related to different parts of speech. The Weather theme will include the words; rain, frost, thunderstorm; stormy, rainy, frosty; frowns, freezes, gets cold; cold, clear, frosty.

An association by similarity unites words that are similar in meaning, which is why such groups are called lexical-semantic. The lexical-semantic group includes words of some parts of speech: go, run, fly - contains an indication of action - verb; thought, reflection, statement - indication of an object - noun.

There are relationships between words and groups of words: paradigmatic and syntagmatic.

Word. Sound-letter composition. Letter.

The phonetic means of the Russian language, which serve to distinguish the meaning of individual words and entire statements, include speech sounds, stress and intonation. Knowledge of letters and their sounds, the ability to establish the sequence of sounds in words, the ability to recode some characters into others. The semantic role of sounds in a word. Phonemic analysis and synthesis of words. Drawing up sound and letter patterns and comparing them. Introduction of color images of sounds in word diagrams.

Vowel sounds. Emphasis.

With the help of stress, the forms of words (rivers - rivers) and the meanings of words (castle - castle) are distinguished. The role of stress in a word (form-distinguishing and semantic-distinguishing). Comparison with logical stress. Strong and weak positions of vowels in a word. Letters denoting two sounds (vowels of the second row). Observation, comparison, discrimination of similar sounds ([o] - [u], double sounds denoted by the letters е, ь, е, я), letters that have optical-spatial, kinetic similarity (a - o, y - and, i - j).

Consonant sounds.

Distinguishing consonant sounds: hard and soft (paired). Indication of the softness of consonant sounds in writing: 1st method (vowels of the second row), 2nd method (letter b). Observation, comparison of consonant sounds: soft unpaired ([h], [sch], [y]), hard unpaired ([zh], [sh], [ts]), discrimination ([ts] - [s], [sh ] - [s], [zh] - [z], [h] - [t", [h] - [sch], [h] - [ts], [h] - [w], [w] - [ш]). Spelling of stable combinations. Observation, comparison, discrimination of consonant sounds: voiced unpaired ([y], [m], [l], [n], [r]), unvoiced unpaired ([x], [ h], [sch], [ts]), voiced - unvoiced paired ([b] - [p], [d] - [t], [zh] - [sh], [g] - [k], [ z] - [s], [g] - [w]); letters that have optical-spatial, kinetic similarity (l - m, p - t, b - d, b - c, x - g).

Thus, an essay, like coherent speech in general, is not just a section, but a reflection of the result of correctional pedagogical work, which means that preparation for it begins long before it is written - from the first days of working with a child.

Particular importance is attached to the formulation of topics; you need to try to arouse surprise in children, lift their spirits so that they show interest in the work. This aspect is important for motivation. The child’s reaction to a task largely determines its completion.

Types of tasks

Two groups of topics for essays: reproductive (disclosure of some phenomenon, fact related to the experience of children, i.e. it is enough to present the knowledge defined by the topic, perform work at the reproductive level), creative (the child is expected to be able to compare, prove, draw conclusions , find expressive means and construct a coherent text that matches the unexpected sound of the topic). Of particular importance in the formation of a child’s personality are topics that require the highest level of generalization of material, broad transfer of knowledge and impressions: “What is friendship?”, “Why do people need to speak?”

Creative themes form the main thing: the need for self-expression, empathy, a sense of words, the ability to transfer and connect knowledge from different fields, to reflect on known phenomena and facts. This creates conditions for the development of children’s intellectual and spiritual capabilities.

Compliance with the measure of difficulty when working with creative topics is ensured by the fact that they are focused on the experience and knowledge that children already have; in broadly formulated topics, the child can always find the closest or most familiar aspect and reveal exactly that, i.e., a certain freedom is provided in selecting the content of the essay.

Distribution of topics and test papers according to the stages of correctional pedagogical work.

Distribution of topics and test papers by sections.

Chapter	Number of topics	Number of checks works	Total
Section 1.
Text. Offer. Word.
Section 2.
Sound-letter and syllabic composition of the word
2.1. Vowel sounds. Letters similar in spelling
2.2. Hard consonant sounds - soft paired (1st method of softening)
2.3. Hard consonant sounds - soft paired (2nd method of softening)
2.4. Hard consonant sounds - unpaired soft consonants
2.5. Consonant sounds are voiced - voiceless, paired, unpaired. Letters similar in spelling
Total

Approximate thematic planning of the second stage of correctional pedagogical work.

Thematic planning of the second stage of work is aimed at correcting students’ writing impairments and includes the names of sections, topics and their number. The sequence of thematic lessons and their number are presented in the approximate thematic planning. When drawing up thematic planning, a concentric method of construction was used, thanks to which it is possible to combine consistency and cyclicality in the acquisition of speech and language material by students. Repeated reproduction by children of learned operations and actions contributes to the formation of stable skills and abilities, which in turn helps to overcome the difficulties of oral communication, create the prerequisites for written communication, and overcome the difficulties of learning the Russian language.

The sequence of sections of the second stage and the distribution of time for completing tasks in sections should be considered as indicative. Depending on the severity of the violation, the topics of the sections can be covered in full or selectively. Whether or not thematic sections are required is determined by the nature of the manifestation, frequency and persistence of dysgraphic and spelling errors in students’ written works. The number of classes on a specific topic is determined by the speech therapist independently, taking into account the educational needs and capabilities of the child with speech and writing disorders.

The number of lessons on one topic can be increased to 3 lessons, taking into account the persistence and variability of the manifestation of specific errors. After each section, a test is performed.

Chapter. Subject	Number of topics
Section 1. Text. Offer. Word
1. Introductory topic. Text. Offer. Word. Letter from dictation
2. Text (narrative). Offer. Word for an object
3. Text (narrative). Offer. Word for action
4. Text (descriptive). Offer. Word for sign
5. Text (fable). Offer. Word connection (lexico-grammatical meaning)
6. Sentence (simple common). Connection of words (agreement in number and gender)
7. Sentence (simple common). Connection of words. Management without suggestion (R. p., V. p., D. p., T. p.)
8. Sentence (simple common). Connection of words. Prepositional management. Prepositions of place (u, over, under, on, in and etc.)
9. Sentence (simple common). Prepositional management. Prepositions of direction (from, from, from under, to, by and etc.)
10. Sentence (deformed)
11. Word (lexical meaning). Generalization. Classification
12. Word (lexical meaning). Antonyms. Synonyms. Homonyms

Test work on the topic “Text. Offer. Word"
Section 2. Sound-letter and syllabic composition of a word
Vowel sounds. Letters similar in spelling
1. Introductory topic. Composition of the word. Syllables. Letter from dictation
2. Composition of the word. Sounds and letters
3. Vowel sounds. Accent
4. Vowel sounds. Sounds [A], [O] and letters A, O
5. Vowel sounds. A–O differentiation
6. Vowel sounds. Sound [U] and letter U
7. Vowel sounds. O–U differentiation
8. Vowel sounds. Sounds [E], [Y], [I] and letters E, Y, I
9. Vowel sounds. I–U differentiation
10. Vowel sounds. Sound [Y] and letter Y
11. Vowel sounds. I–Y differentiation
12. Letters I, E, Yu, E
13. Differentiation J–E
14. E–I differentiation
15. Yo–Yu differentiation
Preparing for the test
Test work on the topic “Vowel sounds. Letters similar in spelling"
Hard consonant sounds–soft paired (1st method of softening: vowels of the second row)
1. Introductory topic. Consonant sounds are hard - soft (1st method). Letter from dictation
2. Differentiation of hard and soft consonants. Letter I
3. Differentiation of hard and soft consonants. Letter E
4. Differentiation of hard and soft consonants. Letter U
5. Differentiation of hard and soft consonants. Letter E
6. Differentiation of hard and soft consonants. Letter I
Preparing for the test
Test work on the topic “Hard – soft consonant sounds (1st softening method: second row vowels)”
Hard consonant sounds - soft paired (2nd softening method: letter b)
1. Introductory topic. Consonant sounds are hard - soft (2nd method). Letter from dictation
2. Letter b (softening function)
3. Letter b (split function)
4. Letter b (distinction of functions)
Preparing for the test
Test work on the topic “Hard – soft consonant sounds (2nd softening method: letter b)”
Consonant sounds hard - soft (unpaired)
1. Introductory topic. The consonant sounds are hard (unpaired). Letters Ж, Ш, Ц. Letter from dictation
2. Introductory topic. The consonant sounds are soft (unpaired). Letters CH, Ш, И. Letter from dictation
3. C–S differentiation
4. Differentiation Ш–С
5. Differentiation F–3
6. Differentiation
7. Ch–Sh differentiation
8. Ch–C differentiation
9. Ch–Sh differentiation
10. Differentiation Ш–Ш
11. Differentiation C–Y
Preparing for the test
Test work on the topic “Hard – soft (unpaired) consonant sounds”
Consonant sounds are voiced and voiceless, paired and unpaired. Letters similar in spelling
1. Introductory topic. Consonant sounds are voiced - voiceless (paired). Letters B–P, D–T, V–F, G–K, 3–S, ZH–SH. Letter from dictation
2. Sound [B] and letter B. Sound [P] and letter P. Differentiation B–P
3. Sound [D] and letter D. Sound [T] and letter T. Differentiation D–T
4. Sound [V] and letter V. Sound [F] and letter F. Differentiation V–F
5. Sound [G] and letter G. Sound [K] and letter K. Differentiation G–K
6. Sound and letter 3. Sound [С] and letter С. Differentiation 3–С
7. The sound [Zh] and the letter Zh. The sound [Sh] and the letter Sh. Differentiation Zh–Sh
8. Introductory topic. Consonant sounds are voiced - voiceless (unpaired). Letters Y, M, L, N, R; X, Ch, Shch, Ts. Letter from dictation
9. Differentiation B–D
10. Differentiation B–C
11. P–T differentiation
12. L–M differentiation
13. Differentiation between X and F
14. Differentiation C–SC
Preparing for the test
Test work on the topic “Voiced consonant sounds – voiceless paired and unpaired. Letters similar in spelling"
Dictation

Conditions for the implementation of correctional pedagogical work of the course “Speech therapy support for primary school students. Letter". 2nd grade.

Logistics support.

A necessary condition for conducting classes is the presence of a specially equipped room that allows organizing activities, communication of children in groups, and physical activity.
Providing health-preserving conditions.

When carrying out work in the form of group classes, frontal, individualized, individual forms of organizing children's activities are used. Classes are conducted with mandatory compliance with sanitary and hygienic rules and regulations. The frequency of classes is at least 2-3 times a week.

During the lesson there should be an alternation of different types of activities (listening, speaking, writing, reading). The duration of each lesson for 2nd grade students is 40 minutes. In order to prevent fatigue and prevent physical, mental, and psychological overload of children, physical education minutes are held in classes.

Planned results and system for assessing student results in the course “Speech therapy support for primary school students. Letter". 2nd grade.

The implementation of the sections of the second stage ensures the elimination of communication difficulties and difficulties in writing writing for 2nd grade students with speech impairment. In some cases, it provides positive dynamics in the achievements of second-grade students with severe speech impairments.

Disturbances in the development of oral speech and subsequent difficulties in the formation of writing explain the characteristic features in the educational activities of this group of children. These features can manifest themselves in the process of achieving personal, meta-subject results:

in a decrease in cognitive motives;
in the difficulties of developing the ability to organize one’s activities (in developing the ability to plan, control and evaluate educational activities in accordance with the task);
in the difficulties of the ability to understand the reasons for failure in educational activities and the ability to act constructively, especially in situations of failure;
in mastering the logical actions of comparison, analysis, synthesis, generalization, classification;
in establishing analogies and cause-and-effect relationships;
in constructing reasoning, referring to known concepts.

The characteristic features of students with speech impairments in achieving subject results, primarily in the Russian language, are:

difficulties in mastering initial ideas about the norms of the Russian language (orthoepic, lexical, grammatical);
slow mastery of educational activities with language units;
difficulties in using knowledge to solve cognitive and practical problems;
difficulties in choosing adequate language means to successfully solve communicative problems.

To correct violations of oral speech and writing, correctional classes are conducted using specially selected tasks and exercises. After a course of correctional classes, junior schoolchildren:

achieve positive changes in the planning and control of actions and operations related to writing;
are able to correct actions based on the nature of the mistakes made, are able to explain the causes of errors and determine methods of action that will help.

Indicators of the dynamics of proper development of oral speech

In the phonetic and phonemic aspects of speech:

the ability to pronounce sounds correctly;
the ability to distinguish between vowels and consonants, stressed and unstressed vowels, hard and soft consonants, voiced and unvoiced;
the ability to determine the number and sequence of sounds in a word;
the ability to compare words that differ in one or more sounds;
the ability to divide words into syllables, determine the place of stress, etc.

In the lexical and grammatical aspects of speech:

the ability to use active vocabulary in the communication process in accordance with the communicative task;
the ability to observe the use of synonyms and antonyms in speech;
the ability to establish, using semantic questions, a connection between words in a phrase and a sentence;
the ability to understand and distinguish text, sentences, phrases, words, etc.

In connected speech:

correct choice of linguistic means of oral communication;
compliance with the rules of oral communication (ability to hear, respond adequately to cues, maintain a conversation);
mastery of the dialogical form of speech, the ability to express one’s own opinion and argue for it (mastery of the basic skills of conducting a conversation: starting, maintaining and ending a conversation, attracting attention, etc.);
practical mastery of oral monologue statements on a specific topic using different types of speech (description, narration with elements of reasoning), etc.

Indicators of the dynamics of correct letter formation:

development of fine motor skills of fingers and freedom of hand movement;
the ability to distinguish between a letter and a sound (a letter as a sign of a sound), mastering the correct form of written lowercase and uppercase (capital) letters;
correct writing from dictation of words and sentences, the spelling of which does not differ from their pronunciation, error-free copying;
understanding the functions of non-literal graphic means: space between words, hyphenation;
distinguishing words and sentences, sentences and text (narration, description);
the ability to analyze and correct texts with a broken order of sentences, parts of the text, write out words, phrases and sentences from the text, briefly answer questions about the text.

Assessing the achievement of the planned results of correctional pedagogical work allows us to assess the dynamics of personal achievements of students with speech and writing disorders and is carried out using a variety of methods, forms and means.

Standardized diagnostic methods of oral speech, writing and reading are used at the initial and final stages of correctional pedagogical work. Before studying the topics combined in the corresponding section, frontal testing tasks are carried out. At the end of each section, testing is carried out. Analyzing the resulting work will help you plan what material needs to be included for active observation and what material needs to be repeated.

Methods for tracking results: assessment of the dynamics of individual achievements in the development of oral speech and writing is carried out on the basis of comparative data from primary and control diagnostics.

The oral speech examination is carried out twice: the primary one in September (September 1–15), the control one in May (May 15–30).

To examine oral speech, the following are used:

“Methodological recommendations for the content of speech therapy examination of junior schoolchildren” Zainchkovskaya O.E., Nodelman V.I., Irkutsk 2011;
“Diagnostics of speech disorders in schoolchildren using neuropsychological methods” T.A. Fotekova and T.V. Akhutina.
“Methodology for diagnosing dyslexia” by A.K. Korneva.
“Technology of speech therapy examination” O.E. Gribova.

The writing examination is carried out cyclically in grades 2-4: in May (May 15 - 30) and in September (September 1 - 15).

Literature:

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Babina G.V. Formation of phoneme analysis skills in children with general speech underdevelopment / G.V. Babina, N.A. Grasse // Writing and reading: difficulties in learning and correction: textbook. manual / edited by O. B. Inshakova. – M.: Publishing house MSSI; Voronezh: Publishing house NPO "MODEK", 2001. - p. 174-192.
Vlasenko I. T. Features of verbal thinking in adults and children with speech impairments / I. T. Vlasenko. – M.: Pedagogy, 1990. – 180 p.
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Grinshpun B. M. On the principles of speech therapy work at the initial stages of speech formation in motor children / B. M. Grinshpun // Speech and voice disorders in children / ed. S. S. Lyapidevsky, S. I. Shakhovskaya. – M.: Publishing house MGPI, 1975. – p. 39-44.
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