Partial violation of the writing process is manifested. Dysgraphia as a partial specific violation of the writing process. Specific writing disorders

- partial specific violation of the writing process, manifested in persistent repetitive errors.

To write a sentence, you need to mentally build it, speak it, save it. correct order writing, break the sentence into its constituent words, mark the boundaries of each word. If the child has violations in at least one of these functions: hearing differentiation of sounds, their correct pronunciation, sound analysis and synthesis, lexico-grammatical side of speech, visual analysis and synthesis , spatial representations, then there may be a violation of the process of mastering writing - dysgraphia (from the Greek "grapho" - writing).

is a specific disorder writing, which manifests itself in numerous typical errors of a persistent nature and is due to the lack of formation of higher mental functions involved in the process of mastering writing skills. How can you tell if your child needs speech therapy? And if a specialist, by virtue of various circumstances, no, and the teacher, the parent can not get qualified advice. How to help the child in this situation? First, the teacher needs to primary school(parent) knew which errors were specific, dysgraphic. Classification of dysgraphic errors. Errors due to the lack of formation of phonemic processes and auditory perception:

1. omissions of vowels; all-hanging, room-room, harvest-harvest;

2. omissions of consonants: komata-room, wei-all;

3. omissions of syllables and parts of a word: lines-arrows;

4. replacement of vowels: food-food, sesen-pines, light-light;

5. substitution of consonants: tva-two, rocha-grove, crop-harvest, bokazyvaed-shows;

6. permutations of letters and syllables: onco-window;

7. underwriting letters and syllables: through-through, on branch on branches, dictation-dictation;

8. building up words with extra letters and syllables: children-children, snow-snow, dictation-dictation;

9. distortion of the word: malni-small, teapot-thickets;

10. confluent spelling of words and their arbitrary division: two or two, for hours, for hours, for all;

11. inability to determine the boundaries of the sentence in the text, continuous spelling of sentences: Snow covered the whole earth. White carpet. The river froze, the birds were hungry. The snow covered the whole earth with a white carpet. The river is frozen. The birds are hungry.

12. Violation of mitigation of consonants: big-big, just-only, rushed off-rushed away, match-ball.

Errors due to the lack of formation of the lexical and grammatical side of speech:

1. violation of the agreement of words: from a spruce branch - from a spruce branch, grass appeared - grass appeared, huge butterflies - huge butterflies;

2. violations of control: in the branch - from the branch; rushed off to the thicket, rushed off into the thicket, a chair sits, sits on a chair;

3. replacement of words by sound similarity;

4. continuous writing of prepositions and separate writing of prefixes: in a grove-in a grove, on a wall-on a wall, on booze-swollen;

5. omissions of words in a sentence.

Errors due to the lack of formation of visual recognition, analysis and synthesis, spatial perception:

1. replacement of letters that differ different position in space: w-t, d-in, d-b;

2. replacement of letters that differ in a different number of identical elements: i-sh, c-sh;

3. replacement of letters that have additional elements: i-c, w-sh, p-t, x-zh, l-m;

4. mirror spelling of letters: s, e, u;

5. omissions, superfluous or incorrectly located elements of letters.

The specialized literature contains various classifications dysgraphia, but all of them are based on the causes of violations. We single out the following types of violations of the writing process:

Articulatory-acoustic dysgraphia

The cause of this type of violation is the incorrect pronunciation of speech sounds. The child writes the words as he pronounces them. That is, it reflects an owl's defective pronunciation in writing.
Acoustic dysgraphia (based on phonemic recognition, phoneme differentiation)
The reason for the emergence of this type is a violation of differentiation, recognition of close speech sounds. In writing, this is manifested in the substitutions of letters denoting whistling and hissing, voiced and deaf, hard and soft -t, w-sh, o-u e-i). Such substitutions and mixing are a clear indicator of OHP levels III-IV and are less common in children with FFN.

Dysgraphia due to violations of language analysis and synthesis

It manifests itself at the level of the word and at the level of the sentence. The reason for its occurrence is the difficulty in dividing sentences into words, words into syllables, sounds. Typical errors:

1. omissions of consonants;

2. skipping vowels;

3. permutations of letters;

4. adding letters;

5. omissions, additions, permutations of syllables;

6. continuous spelling of words;

7. separate spelling of words;

8. continuous spelling of prepositions with other words;

9. separate spelling of prefix and root.

Agrammatic dysgraphia

The reason for the occurrence is the underdevelopment of the grammatical structure of speech. The writing manifests itself in change case endings, incorrect use of prepositions, gender, number, omissions of sentence members, violations of the sequence of words in a sentence, violations of semantic connections in a sentence and between sentences.

Optical dysgraphia

The reason for the occurrence is the lack of formation of visual-spatial functions. It manifests itself in substitutions and distortions in the writing of graphically similar handwritten letters (i-sh, p-t, t-sh, v-d, b-d, l-m, e-s, etc.). Having determined the type of violations of the writing process, you can outline the main directions of work with the child.

If the teacher understands these problems in time and sends the child to a specialist, then timely corrective measures can make life much easier for a small student. But, unfortunately, much more often such a child gets to a specialist only after the whole complex of pedagogical influence, which would be good applicable to a student with ordinary problems. Also important is preventive work to prevent violations of the letter. With children who have an increased risk of dyslexia and dysgraphia, corrective and preventive work is carried out, which should be comprehensive and involve the participation of a psychologist, speech therapist, educators, and parents. There is a need for targeted special work on the development of mental functions and processes that ensure the mastery of reading activity and writing, the formation of written speech itself as special kind sign activity. So, the content side of readiness to master reading is made up of groups of skills: linguistic (the ability to operate with various language units at the level of a word, sentence, coherent text; the ability to compare words, distracting from their objective meaning, etc.), sensorimotor (the ability to identify and operate with spatial features objects, the ability to operate with temporary concepts in practical activities etc.), gnostic (the ability to quickly and clearly recognize and differentiate visual images, the ability to quickly and clearly recognize and reproduce auditory images (words, rhythms, etc.), semantic (the ability to establish the simplest causal and temporal relationships, to carry out semantic forecasting etc.).Children at risk need to individualize the pace and methods of learning to read and write.The system of preventive interventions should include measures to eliminate or minimize risk factors.

Literature:

one). http://nsportal.ru "I'm not to blame..." (Eremeenkova A.A.)

2) Kovalenko, O.M. Correction of violations of written speech among students of elementary grades of a comprehensive school: educational and methodological manual / O.M. Kovalenko.-M, 2008

3). Drozdova N.V., Zaitseva L.A. , Khabarova S.P., Kharitonova E.A. Violations of oral and written speech: Teaching method. allowance - Minsk: UO "BSPU", 2003.

According to statistics, 60% of children have speech disorders. Every year in preschool institutions an increase in the number of children who have certain disorders oral speech expressed to a greater or lesser extent. By carrying out special correctional and pedagogical work with preschoolers, in many cases it is possible to prevent or prevent the development of speech pathology in the future. However, not all children preschool age, for various reasons, are covered by this work. As a result, some children of primary school age have various difficulties in mastering written language, which in turn lead to a delay in mastering the school curriculum.

According to I. N. Sadovnikova, “the problem of writing disorders among schoolchildren is one of the most urgent, since it (written speech) becomes the basis and means of further education.”

Written speech includes writing and reading as equal components.

Reading is one of the types of speech activity, closely related to both pronunciation and understanding of what is read (L. F., Spirova) The perception and discrimination of letters is only the outer side of the reading process, behind which the most essential and basic actions with the sounds of the language are hidden ( D. B. Elkonin)

Letter - sign system fixation of speech, which allows using graphic elements to transmit information at a distance and fix it in time. Writing is understood as a means of capturing a person's thoughts with the help of specially created symbols.

Writing disorders are called dysgraphia and dyslexia.

Dyslexia is a partial specific violation of the reading process, due to the lack of formation (violation) of higher mental functions and manifested in repetitive errors of a persistent nature.

Dysgraphia - partial violation the formation of the writing process, causing persistent specific errors, the occurrence of which is not associated with ignorance of grammatical rules, but is due to underdevelopment or partial damage to the brain mechanisms that provide a complex multi-level process of writing.

Reading and writing errors should not be considered ridiculous and explained by the personal qualities of students: inability to listen to the teacher's explanation, inattention when writing, careless attitude to work, etc. In fact, these errors are based on more serious reasons.

To understand the mechanisms of these disorders, it is necessary to have an idea of ​​what controls the processes of reading and writing. Written speech is formed only in conditions of purposeful learning, its mechanisms are formed during the period of literacy and improved in the course of all further learning.

It is closely connected with the process of oral speech and is carried out only on the basis of a sufficiently high level of its development. Mastering written speech is the establishment of new connections between the word heard and spoken, and the word visible and written. This is a multi-level process in which various analyzers take part: motor speech (providing the perception and analysis of information from the speech apparatus, i.e. perception and analysis by the article, and organizing the preparation and execution of speech movements, visual (providing the perception and analysis of visual stimuli, namely controls the selection and recognition of graphemes, speech-auditory (provides the perception of phonemes as acoustic stimuli and the perception of the semantic content of the utterance of oral speech, general motor (with its help, the grapheme is translated into a kinema (a set of certain movements necessary for recording).

The regulation and coordination of the work of these analyzers is carried out in the parietal-occipital-temporal regions of the brain. Normally, at 10-11 years of life, the formation of this process. In the frontal parts of the brain, an impulse to act is born, that is, the motive for writing and reading, and the work of all structures involved in these processes is controlled. Only with the coordinated work of all analyzers and with the preservation of certain brain structures is it possible to successfully master the skills of writing and reading.

What are the reasons behind the writing disorders that teachers most often face at school?

Of great importance for mastering the processes of writing and reading is the degree of formation of all aspects of oral speech. Therefore, violations or delays in the development of phonemic hearing and perception, the lexical and grammatical side of speech, sound pronunciation at different stages of development are one of the main causes of dysgraphia and dyslexia.

The hereditary factor is also important, when the child is given the underdevelopment of brain structures, their qualitative immaturity. In this case, as a result of the difficulty of cortical control in mastering written language, the child may experience approximately the same difficulties as parents at school age.

Thus, the untimely formation of the process of lateralization (the establishment of the dominant role of one of the cerebral hemispheres) can serve as a source of failure in the development of written speech. By the time of learning to read and write, the child should already have a clear lateral orientation, the leading hand has been determined. With a delay in this process, with hidden forms of left-handedness, cortical control over many types of activity is difficult.

The cause of dyslexia and dysgraphia can also be a disorder in the systems that provide spatial and temporal perception.

It happens that reading and writing disorders can be caused by bilingualism in the family.

Also, the reasons for the development of speech disorders in younger students can be the lack of formation of arbitrary forms of activity, the lack of development of higher mental processes, as well as the instability of the emotional sphere and pedagogical neglect.

The first signs of the development of dysgraphia and dyslexia can be noticed by the teacher when teaching the child to read and write. It is necessary to keep in mind the following: all errors that can be attributed to dysgraphic and dyslexic are specific, typical and persistent. If a child has errors in reading and writing that can be attributed to specific ones, but they are rare, from time to time or even single, then this is most likely the result of overwork, inattention. Here further observation is needed. The main manifestations (symptoms) of violations of written speech.

Symptoms of dyslexia

1. Replacing and mixing sounds when reading, most often phonetically close sounds (voiced and deaf, affricates and sounds included in their composition, as well as replacing graphically similar letters (X - F, P - N, Z - V).

2. Letter-by-letter reading - a violation of the fusion of sounds into syllables and words.

3. Distortion of the sound-syllabic structure of the word, which manifests itself in omissions of consonants during the confluence of the machinist - machinist, in omissions of consonants and vowels in the absence of confluence, additions, rearrangements of sounds, omissions and rearrangements of syllables.

4. Violation of reading comprehension. It manifests itself at the level of a single word, sentence, text, when there is no breakdown of the technical side in the process of reading.

5. Agrammatism when reading. It manifests itself at the analytical-synthetic and synthetic stages of mastering reading skills. There are violations of case endings, noun and adjective agreement, verb endings, etc.

The symptomatology of dysgraphia is manifested in persistent and repetitive mistakes in the writing process, which can be grouped as follows.

1. Distortions and replacements of letters. Such errors are associated with a violation of pronunciation (substitutions for hardness - softness, deafness - sonority, articulatory similarity, as well as the replacement of graphically similar letters.

2. Distortion of the sound-syllabic structure of the word, which manifests itself in omissions of consonants during the confluence of the machinist - machinist, in omissions of consonants and vowels in the absence of confluence, additions, permutations of sounds, omissions and permutations of syllables.

3. Violation of the continuity of writing individual words in a sentence: separate writing of parts of the word (prefixes are separated from the word, the continuous writing of prepositions with words, the displacement of the boundaries of the word “at Dedmo Rza” - at Santa Claus.

4. Agrammatisms in writing. Violation of the connection of words: coordination and control.

The teacher needs to convince the parents to visit the consultations of a speech therapist or defectologist and a psychologist. Depending on what are the reasons for the problems in learning, classes are shown either with one specialist or with several at the same time. After consultations, if your suspicion has been confirmed, and the child has started attending classes with a speech therapist to the class teacher, it is necessary to maintain constant contact with the speech therapist and assist him in his work.

Throughout the special classes, the child needs a favorable regime. After numerous twos and threes, unpleasant conversations at home, he should feel at least a small, but success. Therefore, it is desirable that at least for a while the teacher refuses to correct in notebooks in red. This, firstly, "noises" the information, which is contained in specific errors, which interferes with the teacher. Secondly, for a child with dysgraphia, a solid red background in a notebook is an additional stress factor.

There is a technique by which the student writes with a pencil, and the teacher does not correct the mistake, but puts a mark in the margins. The student has the opportunity not to cross out, but to erase his mistakes, to write correctly.

When a child makes a lot of mistakes, parents often hear teachers recommend reading and writing more. And they do it literally. The approach to a child suffering from dyslexia and dysgraphia should be completely different. At the first stages, the work is mainly oral: exercises for the development of phonemic perception, sound analysis of the word. Dictation here will only bring harm. Numerous mistakes that will inevitably be made when writing them are fixed in the memory of the child. For the same reason, it is undesirable for children with dysgraphia to give exercises with uncorrected text. And the work on the mistakes should be carried out as recommended by the speech therapist. The bottom line is that it is undesirable for a child to see misspelled words.

If you are asked to read a text or write a lot at home, advise parents that the child does this not in one go, but intermittently, breaking the text into parts. This will enable students with writing disabilities to do better with their homework.

These are general techniques that will help teachers in working with such children, but a teacher can get more detailed advice on the methodology of working with each child from a speech therapist who leads the correction process.

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"Silence reigns in the dormant forest,

Thorns of the carcass zatya zero sonse,

Birds flap all day long.

Rutzey grind rivers "

“What are those interesting words?” - you ask, and you will be right, because there are no such words in our language. Meanwhile, this is quite a Russian language, albeit a strange one. And children write such words in their notebooks and copybooks (most often - younger students, but more on that later), suffering from a special disorder called "dysgraphia". Next, we will talk about what this deviation is, how it manifests itself and is diagnosed and how to treat it.

What is dysgraphia

Dysgraphia is a pathological condition in which there is a disorder in the writing process. About 50% of junior schoolchildren and about 35% of secondary school students are familiar with this disease firsthand. Also, this pathology can develop in adults (10% of all cases), in which, due to any reason, the work of higher mental functions was disrupted. In addition, this disorder is closely related to - a deviation in the process of reading, because both reading and writing are two components of one mental process.

History of dysgraphia

As an independent pathology, writing and reading disorders were first identified by the German therapist Adolf Kussmaul in 1877. After that, many works appeared, which described various violations of writing and reading in children. However, they were considered as one writing disorder, and some scientists pointed out that it is generally a sign of dementia and is characteristic only of retarded children.

But already in 1896, the therapist W. Pringle Morgan described the case of a 14-year-old boy who had a completely normal intellect, but there were violations of writing and reading (it was a question of dyslexia). After that, other researchers began to study the violation of writing and reading as an independent pathology, in no way connected with mental retardation. A little later (in the early 1900s), the scientist D. Ginshelwood introduced the terms "alexia" and "agraphia", denoting severe and mild forms of the disorder.

As time went on, the understanding of the nature of writing and reading deviation changed. It was no longer defined as a uniform optical disturbance; different concepts began to be used: “alexia” and “dyslexia”, “agraphia” and “dysgraphia”; began to distinguish different forms and classifications of dysgraphia (and, of course, dyslexia).

Subsequently, disorders in the process of writing and reading began to be studied by an increasing number of specialists, including domestic ones. The most significant were the works of neuropathologists Samuil Semenovich Mnukhin and Roman Aleksandrovich Tkachev. According to Tkachev, the basis of disorders is mnestic disorders (memory disorders), and according to the ideas of Mnukhin, their common psychopathological basis lies in the violation of structure formation.

In the end, in the 30s of the 20th century, defectologists, teachers and psychologists began to study dysgraphia (and dyslexia), such as R. E. Levin, R. M. Boskis, M. E. Khvattsev, F. A. Rau and others . If we talk about modern scientists and more specifically about dysgraphia, then L. G. Nevolina, A. N. Kornev, S. S. Lyapidevsky, S. N. Shakhovskaya and others made a significant contribution to its study. Based on the results of their research, we will continue our article.

Causes of dysgraphia

Despite in-depth study, the causes of dysgraphia have not been clarified with absolute accuracy even today. But certain data is still available. For example, the above scientists say that writing disorders can be caused by:

• Biological causes: heredity, damage or underdevelopment of the brain at different periods of child development, pathology of pregnancy, fetal trauma, asphyxia, serious somatic diseases, infections that affect the nervous system.
• Socio-psychological reasons: hospitalism syndrome (disorders caused by a long stay of a person in a hospital away from home and family), pedagogical neglect, lack of speech contacts, education in bilingual families.
• Social and environmental causes: overestimated requirements for literacy in relation to the child, incorrectly determined (too early) age of literacy, incorrectly chosen pace and teaching methods.

As you know, a person begins to master the skills of writing when all the components of his oral speech are adequately formed: sound pronunciation, lexical and grammatical component, phonetic perception, speech coherence. If, during the formation of the brain, the violations indicated above occurred, the risk of developing dysgraphia is very high.

It is equally important to note that children with various functional impairments of the organs of hearing and vision, which cause deviations in the analysis and synthesis of information, are prone to dysgraphia. And in adults, strokes, traumatic brain injuries, neurosurgical interventions, and tumor-like processes in the brain can serve as an impetus for the development of pathology. Having a certain impact on human development, one or another of the above factors lead to dysgraphia, which can manifest itself in different forms.

Types of dysgraphia

Today, experts divide dysgraphia into five main forms, each of which depends on which particular written operation is violated or not formed:

• Acoustic dysgraphia- characterized by a violation of phonemic recognition of sounds
• Articulatory-acoustic dysgraphia- characterized by a violation of articulation and perception of phonemics (phonemic hearing), as well as difficulties in sound pronunciation
• Agrammatic dysgraphia- characterized by problems in the lexical development and development of the grammatical structure of speech
• Optical dysgraphia- characterized by undeveloped visual-spatial perception
• A special form of dysgraphia, due to the lack of formation of language synthesis

In practice, any kind of dysgraphia in pure form is quite rare, tk. in most cases, dysgraphia takes a mixed form, but with a predominance of one type. You can install it according to characteristic features.

Symptoms of dysgraphia

Like any speech pathology disorder, dysgraphia has a number of its own symptoms. As a rule, it makes itself felt systematic, but a person makes these mistakes by no means out of ignorance of language norms and rules. In most cases, errors are manifested in the replacement or displacement of similar sounds or similar letters, omissions of letters and syllables in words or changing their places, adding extra letters. There is also a continuous spelling of many words and a lack of consistency of words and word forms in sentences. At the same time, it is noted low speed letters and hard-to-read handwriting.

But let's talk about the symptoms by which we can talk with a certain degree of probability about the development of a particular type of dysgraphia:

• With acoustic dysgraphia, there may not be any violations in the pronunciation of sounds, but their perception will definitely be wrong. In writing, this manifests itself in the replacement of sounds that a person hears with those that are similar to them when pronouncing, for example, whistling sounds are replaced by hissing sounds, deaf sounds by voiced ones (S-Sh, Z-Zh, etc.), etc. .
• With articulatory-acoustic dysgraphia, errors in writing are specifically related to the incorrect pronunciation of sounds. A person writes exactly as he hears. As a rule, such symptoms occur in children who have an underdeveloped phonetic-phonemic side of speech. By the way, errors in dysgraphia of this type will be similar both in pronunciation and in writing (for example, if a child says “funny zayas”, he will write in exactly the same way).
• With agrammatic dysgraphia, words change in cases, declensions are confused, the child is not able to determine the number and gender (for example, “bright sun”, “good aunt”, “three bears”, etc.). Sentences are distinguished by inconsistency in the wording, some members of the sentence may even be omitted. As for speech, it is inhibited and underdeveloped.
• With optical dysgraphia, the letters are mixed and replaced with those that are visually similar to the correct ones. Here one should distinguish between literal optical dysgraphia (isolated letters are incorrectly reproduced) and verbal optical dysgraphia (letters in words are incorrectly reproduced). Most often, the letters are “mirrored”, extra elements are added to them or the necessary ones are not written (for example, T is written as P, L - like M, A - like D), etc.)
• With dysgraphia, due to the lack of formation of language synthesis, the child swaps letters and syllables, does not add the endings of words or adds extra ones, writes prepositions together with words, and separates prefixes from them (for example, “na went”, “table”, etc. ). This type of dysgraphia is considered the most common among schoolchildren.

Among other things, people with dysgraphia may also have symptoms that are not related to speech therapy. Usually these are disorders and disorders of a neurological nature, such as low performance, increased distractibility, memory impairment, hyperactivity.

With the systematic manifestation of the symptoms considered, it is necessary to contact a specialist who can conduct a full diagnosis and distinguish pathology from banal illiteracy. This specialist is a speech pathologist. By the way, keep in mind that the diagnosis of "dysgraphia" is made only if the child already has writing skills, i.e. before the age of 9. Otherwise, the diagnosis may be erroneous.

Diagnosis of dysgraphia

As we said, to diagnose dysgraphia, you need to visit a speech therapist. However, consultation with other specialists is very important. Such specialists include a psychologist, ophthalmologist, neurologist, ENT. They will help eliminate defects in the organs of vision and hearing, as well as mental disorders. Only after that, a speech therapist, having studied the symptoms, can establish that dysgraphia is developing and determine its type.

Diagnostic measures are always carried out in a complex and phased manner. Written works are analyzed, general and speech development, the state of the central nervous system, organs of vision and hearing, speech motor skills and articulatory apparatus are assessed. To analyze written speech, a specialist can offer a child to rewrite a printed or handwritten text, write down a text from dictation, describe a plot from a drawing, and read aloud. Based on the data obtained, a protocol is drawn up, and the doctor makes a conclusion.

In the diagnosis, the time at which it takes place also plays a huge role. It is best to seek advice at the lowest possible age (preferably at kindergarten) to be able to start correcting the deviation in its early stages. If the necessary measures are not taken in childhood, dysgraphia will manifest itself in adulthood, and it will be much more problematic to eliminate it.

Correction and treatment of dysgraphia

Unlike Western countries, where for the treatment and correction of dysgraphia, special programs, in Russia there are no such yet. That is why corrective measures should begin already at kindergarten age, and include special methods and techniques that speech therapists own. But using the usual school curriculum dysgraphia cannot be eliminated. Actually, no one can completely eliminate the deviation - such is its specificity. However, it is still possible to bring the writing skill closer to the ideal.

Corrective programs are necessarily developed taking into account individual characteristics each individual case and, of course, the form of violation. To correct the deviation, the specialist develops a system for filling in the gaps in the processes important for the formation of writing skills, and works on the development of speech and its coherence. Also, tasks are given for the formation of grammar and the development of a lexicon, spatial and auditory perception is corrected, thought processes and memory develop. All this leads to the development of writing skills.

In addition to the speech therapy complex, doctors often use physiotherapy exercises, massage, physiotherapy. With regard to drug treatment, its feasibility and effectiveness remain a big question.

If you decide to be directly involved in the treatment of dysgraphia in your child, use play activities. It is useful for younger students to give tasks for composing words with magnetic letters - this significantly reinforces the visual perception of the elements of the letters. And writing dictations improves auditory perception of sounds.

It is useful to play a historian with your child - when the child writes letters with pen and ink. The choice of conventional writing tools must be approached wisely. It is recommended to buy pens, pencils and felt-tip pens with a rough or uneven body, because. they massage the distal ends of the fingers, whereby additional signals are sent to the brain.

In fact, there are many options for working out letter deviations, but they are all in without fail should be discussed with a speech pathologist. We also recommend consulting specialized literature. Pay attention to the books of E. V. Mazanova (“Learning not to confuse letters”, “Learning not to confuse sounds”), O. V. Chistyakova (“30 lessons in Russian to prevent dysgraphia”, “Correct dysgraphia”), I. Yu. Ogloblina ( Speech therapy notebooks for the correction of dysgraphia), O. M. Kovalenko (“Correction of violations of written speech”), O. I. Azova (“Diagnosis and correction of violations of written speech”).

These books contain a lot of useful material for self-study at home. But a quick result is hardly possible, and therefore you need to be patient and respond adequately to mistakes. Classes should be systematic, but short; Be sure to give your child the opportunity to relax, play and do things they love. Take the time to watch the video How to overcome dysgraphia”, where you can also get a lot of useful information.

In addition, we note that even if the problem of dysgraphia is not relevant for you, this does not mean that you can write it off. In order to prevent it from developing, we advise you to take preventive measures from time to time, about which a few words also need to be said.

Prevention of dysgraphia

Prevention of dysgraphia involves certain actions even before your child learns to write. They include memory, thought processes, spatial perception, visual and auditory differentiation, and other processes responsible for mastering the skill of writing.

Any, even the most insignificant violations of speech must be corrected immediately. Equally important is the child. At an older age, handwriting needs to be trained. And we also want to offer you several exercises that can be used both for prevention and for the correction of dysgraphia.

Exercises for the prevention and correction of dysgraphia

These exercises are quite suitable for children of primary school age, but can be performed by older children:

• Take a book with your child that he is not yet familiar with. It is desirable that the text be printed in a medium font, and also be a little boring so that the child's attention is not distracted by the content. Give the task to find and underline a specific letter in the text, for example C or P, O or A, etc.
• Complicate the task a little: let the child look for a specific letter and underline it, and circle or cross out the letter following it.
• Have your child mark similar paired letters such as L/M, R/P, T/P, B/D, U/U, A/U, D/Y, etc.
• Dictate a short piece of text to the child. His task is to write and speak aloud everything that he writes, exactly as it is written. At the same time, weak beats should be emphasized - those sounds that are not paid attention to when pronouncing, for example, we say: “a cup with MALAK stands on steel”, and we write: “a cup with MILK stands on the table”. It is precisely these shares that the child must emphasize. The same applies to writing and clearly pronouncing the endings of words.
• Exercise for the development of attention and gross motor skills - movements of the body, arms and legs. The bottom line is that the child draws a continuous line with a pen or pencil without changing the position of the hand and sheet. Best of all, special collections of drawings are suitable for this, the nodal points of which are marked with serial numbers for connection.
• Explain to your child the difference between hard and soft, voiceless and voiced sounds. Then give the task to select words for each of the sounds and do an analysis of the words with him: what letters, syllables and sounds they consist of. For convenience and clarity, you can use various objects.
• Practice your child's handwriting. To do this, it is useful to use a notebook in a box so that the child writes words, placing letters in separate cells. Make sure that the letters completely fill the space of the cells.

And a few more practice tips:

• The environment should be calm, nothing should distract the child
• Choose tasks according to the age and abilities of the child
• In case of difficulty, help the child, but do not complete the tasks yourself
• Do not teach your child foreign words if he is not yet psychologically ready for this.
• In everyday communication, speak as correctly and clearly as possible.
• Do not repeat after the child the words and phrases that he pronounces incorrectly
• Don't Forget to Choose Your Writing Tools Carefully
• Provide psychological support to the child, because often children with dysgraphia feel "not like everyone else"
• Never scold a child for mistakes
• Encourage and praise your child for any, even the most insignificant successes.

Remember that a competent approach to education, care and attention to the child, as well as the utmost attention to the process of his development will help you recognize deviations in time and take measures to correct and eliminate them. And we wish you and your children success in learning and mastering new skills!

- partial disorder of the writing process associated with insufficient formation (or decay) of mental functions involved in the implementation and control of written speech. Dysgraphia is manifested by persistent, typical and repetitive writing errors that do not disappear on their own, without targeted training. Diagnosis of dysgraphia includes analysis written works, examination of oral and written speech by a special technique. Corrective work to overcome dysgraphia requires the elimination of violations of sound pronunciation, the development of phonemic processes, vocabulary, grammar, coherent speech, non-speech functions.

ICD-10

R48.8 Other and unspecified disorders of recognition and understanding of symbols and signs

General information

Dysgraphia - specific shortcomings of writing caused by a violation of the HMF involved in the process of writing. According to studies, dysgraphia is detected in 53% of second grade students and 37-39% of middle school students, which indicates the stability of this form of speech impairment. The high prevalence of dysgraphia among schoolchildren is associated with the fact that about half of kindergarten graduates enter the first grade with FFN or OHP, in the presence of which the process of full literacy is impossible.

According to the severity of disorders of the writing process in speech therapy, dysgraphia and agraphia are distinguished. In dysgraphia, writing is distorted but continues to function as a means of communication. Agraphia is characterized by a primary inability to master writing skills, their complete loss. Since writing and reading are inextricably linked, a writing disorder (dysgraphia, agraphia) is usually accompanied by a reading disorder (dyslexia, alexia).

Causes of dysgraphia

Mastering the process of writing is closely related to the degree of formation of all aspects of oral speech: sound pronunciation, phonemic perception, lexical and grammatical side of speech, coherent speech. Therefore, the development of dysgraphia may be based on the same organic and functional causes that cause dyslalia, alalia, dysarthria, aphasia, delayed psychoverbal development.

Underdevelopment or damage to the brain in the prenatal, natal, postnatal periods can lead to the subsequent appearance of dysgraphia: pathology of pregnancy, birth trauma, asphyxia, meningitis and encephalitis, infections and severe somatic diseases that cause exhaustion of the child's nervous system.

The socio-psychological factors contributing to the occurrence of dysgraphia include bilingualism (bilingualism) in the family, fuzzy or incorrect speech of others, lack of speech contacts, inattention to the child’s speech by adults, unjustifiably early teaching of the child to read and write in the absence of psychological readiness. The risk group for the occurrence of dysgraphia is children with a constitutional predisposition, various speech disorders, mental retardation.

Dysgraphia or agraphia in adults is most often caused by traumatic brain injuries, strokes, brain tumors, and neurosurgical interventions.

Mechanisms of dysgraphia

Writing is a complex multi-level process, in the implementation of which various analyzers participate: speech-motor, speech-auditory, visual, motor, which carry out the sequential translation of the article into a phoneme, phonemes into a grapheme, graphemes into a kineme. The key to successful mastery of writing is a sufficiently high level of development of oral speech. However, unlike oral speech, written speech can develop only under the condition of purposeful learning.

In accordance with modern concepts, the pathogenesis of dysgraphia in children is associated with the untimely formation of the process of lateralization of brain functions, including the establishment of the cerebral hemisphere, which is dominant in controlling speech functions. Normally, these processes should be completed by the beginning of schooling. In the case of a delay in lateralization and the presence of a latent left-handedness in a child, cortical control over the writing process is violated. With dysgraphia, there is an unformed HMF (perception, memory, thinking), emotional-volitional sphere, visual analysis and synthesis, optical-spatial representations, phonemic processes, syllabic analysis and synthesis, lexico-grammatical side of speech.

From the point of view of psycholinguistics, the mechanisms of dysgraphia are considered as a violation of the operations of generating a written statement: intent and internal programming, lexico-grammatical structuring, dividing a sentence into words, phonemic analysis, correlation of a phoneme with a grapheme, motor implementation of writing under visual and kinesthetic control.

Dysgraphia classification

Depending on the lack of formation or violation of a particular operation of writing, 5 forms of dysgraphia are distinguished:

• articulatory-acoustic dysgraphia associated with impaired articulation, sound pronunciation and phonemic perception;
• acoustic dysgraphia associated with impaired phonemic recognition;
• dysgraphia on the basis of unformed language analysis and synthesis;
• agrammatic dysgraphia associated with underdevelopment of the lexical and grammatical side of speech;
• optical dysgraphia associated with the lack of formation of visual-spatial representations.

Along with "pure" forms of dysgraphia, mixed forms are found in speech therapy practice.

The modern classification distinguishes:

I. Specific writing disorders:

1. Dysgraphia:

• 1.1. Dysphonological dysgraphia (parallic, phonemic).
• 1.2. Metalinguistic dysgraphia (dyspraxic or motor, dysgraphia due to impaired language operations).

• 2.1. Morphological dysorphography.
• 2.2. Syntactic dysorphographies.

II. Non-specific writing disorders associated with pedagogical neglect, ZPR, UO, etc.

Symptoms of dysgraphia

Signs that characterize dysgraphia include typical and persistent errors in writing that are not related to ignorance of the rules and norms of the language. Typical errors encountered when various types dysgraphia, can be manifested by mixing and replacing graphically similar handwritten letters (sh-sh, t-sh, v-d, m-l) or phonetically similar sounds in writing (b–p, d–t, g–k, w-zh ); distortion of the letter-syllabic structure of the word (omissions, permutations, addition of letters and syllables); violation of the unity and separation of the spelling of words; agrammatisms in writing (violation of inflection and agreement of words in a sentence). In addition, with dysgraphia, children write slowly, their handwriting is usually difficult to distinguish. There may be fluctuations in the height and slope of letters, slippage from the line, replacement of uppercase letters by lowercase letters and vice versa. One can speak about the presence of dysgraphia only after the child masters the technique of writing, that is, not earlier than 8–8.5 years.

In the case of articulatory-acoustic dysgraphia, specific errors in writing are associated with incorrect sound pronunciation (both pronouncing and writing). In this case, substitutions and omissions of letters in writing repeat the corresponding sound errors in oral speech. Articulatory-acoustic dysgraphia occurs with polymorphic dyslalia, rhinolalia, dysarthria (i.e., in children with phonetic-phonemic underdevelopment of speech).

With acoustic dysgraphia, sound pronunciation is not impaired, however, phonemic perception is not sufficiently formed. Errors in writing are in the nature of substitutions of letters corresponding to phonetically similar sounds (whistling - hissing, voiced - deaf and vice versa, affricate - their components).

Dysgraphia on the basis of a violation of linguistic analysis and synthesis is characterized by a violation of the division of words into syllables, and sentences into words. With this form of dysgraphia, the student skips, repeats or rearranges letters and syllables; writes extra letters in a word or does not finish the end of words; writes words with prepositions together, and with prefixes separately. Dysgraphia on the basis of a violation of language analysis and synthesis is most common among schoolchildren.

Agrammatic dysgraphia is characterized by multiple agrammatisms in writing: incorrect change of words in cases, genders and numbers; violation of the agreement of words in a sentence; violation of prepositional constructions (incorrect sequence of words, omissions of sentence members, etc.). Agrammatic dysgraphia usually accompanies a general underdevelopment of speech due to alalia, dysarthria.

With optical dysgraphia, graphically similar letters are replaced or mixed in writing. If the recognition and reproduction of isolated letters is impaired, one speaks of literal optical dysgraphia; if the inscription of letters in a word is violated, - about verbal optical dysgraphia. To common mistakes encountered in optical dysgraphia include underwriting or adding elements of letters (l instead of m; x instead of w and vice versa), mirror writing of letters.

Quite often, with dysgraphia, non-verbal symptoms are detected: neurological disorders, decreased performance, distractibility, hyperactivity, memory loss, etc.

Diagnosis of dysgraphia

To identify the organic causes of dysgraphia, as well as to exclude visual and hearing defects that can lead to writing disorders, consultations of a neurologist (pediatric neurologist), ophthalmologist (children's oculist), otolaryngologist (children's ENT) are necessary. An examination of the level of formation of speech function is carried out by a speech therapist.

Forecast and prevention of dysgraphia

To overcome dysgraphia, the coordinated work of a speech therapist, teacher, neurologist, child and his parents (or an adult patient) is required. Since writing disorders do not disappear on their own in the process of schooling, children with dysgraphia should receive speech therapy help at the school speech center.

Prevention of dysgraphia should begin even before the child begins to learn to read and write. It is necessary to include in preventive work the purposeful development of HMF, which contribute to the normal mastery of the processes of writing and reading, sensory functions, spatial representations, auditory and visual differentiation, constructive praxis, and graphomotor skills. Timely correction of oral speech disorders, overcoming phonetic, phonetic-phonemic and general underdevelopment of speech is important.

A difficult problem is the issue of assessing the progress in the Russian language of children with dysgraphia. During the corrective work it is advisable to carry out a joint check control works in the Russian language by a teacher and a speech therapist, highlighting specific dysgraphic errors that should not be taken into account when grading.

The ability to write and the process of writing a text itself is a complex, inherently psychological process that psychologists put on a par with such a person’s ability as speech and perception of information, in its spontaneous and systemic form, as well as human motor abilities.

Under medical term- agraphia doctors mean a disorder in the very process of writing, due to, but all movements of the arm and hand are preserved. Intelligence, mental abilities are also fully preserved, as well as already acquired writing skills.

The disease itself arises and develops as a result of a lesion in a patient of the left side of the cerebral cortex in right-handers or the right hemisphere in left-handers.

Types of disorder - their features

There are the following types of graphics:

1. Pure or amnestic- in this case, the patient has a failure in writing when the text is written from dictation or it is written from a sound original, and when copying, the ability to write is more or less preserved. Often in its course it is combined with, acting as its vivid symptom, and in the severe form of its course, it manifests itself in the mirror spelling of words. In the latter case, a mirror subspecies of pure agraphia develops.
2. Apraxic form of pathology- manifests itself as an independent disease or may be a manifestation of an ideational one. The child is simply unable to understand how to hold the pen, and subsequent movements do not contribute to the correct spelling of letters and words, their sequence. This form of the disorder is diagnosed with any type of writing, both under oral dictation, and with self-copying of the text.
3. Aphatic form of violation is formed when the left temporal cortex in the structure of the brain is affected, which causes problems with auditory and speech memory, as well as a phonemic variety of hearing.
4. Constructive form of disorder- develops with a constructive variety of pathological changes in the brain.

What parts of the brain are affected

With damage to the left temporal cortex in the brain, an aphasic form of pathology develops, which provokes a violation in the auditory-speech type of memory and damage to the phonemic type of hearing.

If disorders are diagnosed in the work of the posterior sections of the 2nd frontal gyrus, located in the patient's dominant hemisphere, then doctors diagnose a pure form of agraphia that is not associated with other pathologies and diseases.

If the patient writes in a mirror order, a mirror subspecies of the disorder develops, and this form of pathology is most often diagnosed in left-handed people, in intellectually retarded patients, in case of a failure in the process of interaction between the hemispheres of the brain.

Dysgraphia is a special case of agraphia

Symptoms of the pathology may vary - it depends on the root cause of the development of the disease. Children diagnosed with dysgraphia are smart, with a high level of intelligence, they can keep up with other school subjects, but they make a lot of mistakes in their notebooks, confusing the spelling of such letters as P and Z, E and b.

Where to look for the reason?

Doctors call the main reason that provokes the development of agraphia.

This disorder can also be caused the following factors:

• or development or ;
• negative effect on the body and brain of toxins;
• inflammatory processes provoked.

Often the cause of the development of this pathology is a birth trauma - at a younger age, the child cannot speak, does not learn to write, at an older age, a failure in written speech in its course is combined with an inability to express one's thoughts through oral speech.

Also, a failure in the ability to write can also be a sign of the development of another pathology, the course of an underlying disease, for example, during development - this violation indicates the development of a lesion on the verge of the temporal and parietal lobes of the brain. In children or adults, the phonemic perception of information and its interpretation into graphic symbols are disturbed.

As medical statistics show, children more often suffer from agraphia, who have underdevelopment of oral speech, development of language, vocabulary did not reach their age level of development.

Complete the clinical picture

The most striking manifestation of the disease is a complete and irreversible loss of the ability to write. There is a strong disturbance in the structure of the word itself, letters are omitted, the patient is unable to connect syllables, but the intellect remains intact, and previously developed writing skills are not impaired.

A child or an adult cannot write a text from dictation or simply rewrite it from the original, the mirror placement of letters, words and whole sentences manifests itself.

Establishing diagnosis

The process of diagnosing the violation itself is not difficult. At the very beginning, the doctor conducts a detailed examination of the patient, conducts, studies an example of the patient's text. In practice, it is more difficult to diagnose the root cause that leads to the development of this disease.

At the beginning, the brain is examined and the lesion is identified and, as a result, the cause of the disorder. To do this, the doctor conducts a survey of the patient and parents, if it is a child, then apply additional methods neurological examination - or, x-ray examination of the skull.

Doctors also use in the process of diagnosing,.

Treatment and correction

First of all, the patient is registered with a neurologist, a course of medication is prescribed, and writing skills are re-trained according to a specially designed program.

In it, first of all, the goal is to overcome inertia in the links responsible for the structure of the syllable, the choice of words and the restoration of all language functions, speech - both its written form and oral. With an adult and a child, specialists conduct both individual and collective classes, only in this way a positive effect is achieved.

The patient is under the control of a psychiatrist and a speech therapist, where he takes a course of psychiatry and speech therapy lessons. As an example, rhythmic exercises that will help restore the work of the cerebral cortex.

Exercise therapy also has a positive effect on the level of mental development of the patient, since the relationship between movement, physical and motor activity and mental training of one or another affected part of the brain.

Music and singing help develop the motor skills of the vocal cords, muscles and ligaments of the larynx. game on musical instruments helps to develop finger motor skills, which also has a beneficial effect on the work of the cerebral hemispheres.

Treatment practices a course of treatment at a speech therapist - logo-rhythm and musical exercises have the most positive result in the treatment of agraphia.

The main thing when the first problems with writing appear is not to start the disease, but you need to contact a specialist. Among which are a speech therapist or a neurologist, a psychotherapist. You should never take risks and you need to contact the doctors in a timely manner. Only in this way can the pathology be eliminated in a timely manner.