Examination of junior schoolchildren with dysorthography; methodological development on the topic

Childhood is a time of intensive development, learning everything new and unknown. This is the period when basic skills and abilities are acquired.

However, not all children learn at the same pace. Some have different difficulties. They require effort and time to deal with them.

These difficulties can arise due to both hereditary diseases and environmental conditions.

Dysorthography in children can be a serious obstacle to learning.

Dysorthography is a problem that students in primary school (grades 2-4) face nowadays. Because of it, children experience poor academic performance, and illiteracy in writing is increasing every year.

Therefore, it is necessary to know the causes of dysorthography, its types, symptoms, to be able to diagnose correctly, and to know methods of prevention and correction.

What is dysorthography?

Dysorthography is a violation of the memorization of orthographic knowledge, which is caused by insufficient development of speech and mental functions. This disease is manifested by frequent spelling errors in written form, even if the child pronounces the rule orally.

Dysorthography can be recognized by a teacher or speech therapist by analyzing the work in a student’s notebook, giving oral answers to questions, and understanding how well his forms of speech are developed (written and oral).

Dysorthography occurs most often in students in grades 2 (80%) and grades 3-4 (90%). Their performance in the Russian language is declining, which has a bad impact on personal development and is a consequence of unsuccessful adaptation at school.

This arises due to the fact that the previous material is poorly mastered and grammatical rules and spelling principles (morphological and traditional) are added to the curriculum.

Dysorthography is a learning disability that occurs in the absence of visual, hearing, or intellectual impairments.

This manifests itself in difficulties recognizing, understanding and reproducing written symbols. This diagnosis is also determined by slow writing and frequent errors.

Dysorthography affects all areas of spelling: grammar, conjugations, construction of sentences and words.

Dysorthography completely complicates written work. Very often it occurs together with dyslexia, i.e. difficulties in learning to read, although it also happens that it occurs on its own.

The child, despite knowing the rules of spelling, makes mistakes in writing. In addition, the mistakes made do not arise due to a lack of desire to learn, although it happens that they go hand in hand, since dysorthography in children can be accompanied by other disorders.

Causes of dysorthography

Factors influencing the development of dysorthography can be divided into those that are identified in medicine, psychology and pedagogy.

Basically, impaired spelling skills are a complex of several reasons. The most common of them:

1. Erased dysarthria, dyslalia.
2. General speech impairment of varying degrees.
3. Damage to the central nervous system.
4. Pedagogical neglect.
5. Psychosomatic weakness.
6. Lack of attention.
7. Delayed mental development.
8. General lethargy.
9. Mental overload.
10. Low immunity, which causes frequent illnesses in preschool and primary school age.
11. Transfer from one educational institution to another.
12. Change of teacher.

It is also possible for children whose parents sent them to school at an early age (6-6.5 years) to develop dysorphorgraphia. They are not ready to learn, there is immaturity of the psyche and physiology.

At risk are children who have a history of:

• dysphagia and dyslexia (diagnosed in primary school);
• prenatal and postnatal pathology;
• minimal brain dysfunction, encephalopathy, which are accompanied by neurological symptoms.
• phonetic speech disorder and FFN (phonetic-phonemic underdevelopment).

Other factors that can cause dysorthography in a child include:

• maternal illnesses during pregnancy, unsanitary conditions,
• lifestyle of a woman during pregnancy,
• injuries of a woman during pregnancy,
• difficult childbirth, leading to ischemia or hypoxia of the child,
• genetic predisposition (most likely responsible for changes in the genes of the sixth chromosome).

The essence of the problem and symptoms of speech disorder

Specific skills that help you master the rules of the Russian language:

• rich vocabulary;
• ability to conduct morphological analysis of words;
• ability to choose test words.

The main age category of children suffering from dysorthography are primary and secondary school students, although this speech pathology also occurs in high school.

In addition to morphology, dysorthography suffers from syntax—observance of correct punctuation in writing. When spelling errors in writing become persistent, this leads to chronic failure of the child in many subjects.

Symptoms of the disorder:

• difficulties in mastering terminology, inability to understand and remember what a word, sound, syllable, sentence, verb, adjective, etc. is;
• memorizing spelling rules without understanding their meaning;
• inability to summarize the studied material, draw conclusions, retell the content;
• inability to give an example of a just learned rule and apply it in writing;
• selecting an identical-sounding word to test unstressed vowels, rather than a related word with the same root;
• inability to identify parts of a word: suffix, root, ending, prefix;
• lack or excessive punctuation in sentences.

The manifestation of dysorthography is based on the underdevelopment of mental functions responsible for the formation of specific skills necessary for mastering writing and competent written speech. This is due to the weakening of the child’s health, the consequences of minimal brain dysfunction (MCD) acquired in the prenatal, perinatal period, and in early childhood.

Other reasons for failure to master the rules of the native language:

• a consequence of general speech underdevelopment;
• a consequence of phonetic-phonemic underdevelopment of speech (FFN);
• violation of non-speech mental functions (memory, attention, switching from one type of activity to another, problems with synthesis and analysis);
• a combination of studying a large volume of material with an insufficient rate of development of mental functions;
• inability to master educational material at a fast pace, when errors occur under time pressure and do not occur when working at a slow pace.

In some cases, dysorthography occurs when there seem to be no obvious prerequisites for its occurrence. That is, the child is able to isolate sounds from a word, perform sound-letter analysis, distinguishes complex images, but makes mistakes due to the inability to concentrate, remember and reproduce the text dictated by the teacher.

Types of dysorthography

Scientists-speech therapists classify according to several criteria.

1. Morphological. The student makes mistakes in spelling (he knows the rules, but does not find application for them), cannot check an unstressed vowel, cannot remember the rules about the correct spelling of unpronounceable sounds, words with double consonants.
2. Syntactic. The child puts punctuation marks incorrectly, cannot determine which part of the sentence a word is, and makes systematic errors in syntax. Also, the student cannot speak out independently, compose sentences and text.
3. Mixed. In written work, the teacher often records errors in syntax and spelling.

Dysarthria is also classified according to the total number of errors in one work, as follows:

• If a student has made up to 15 mistakes in his work and, in general, completes tasks at an average and high level, then this is an easy degree.
• if a student completes tasks at an average level and makes less than 30 mistakes, then this is an average level;
• if a student has a low level of knowledge, and in writing the teacher finds 50-80 spelling and punctuation errors in one work, then this is a severe degree.

According to these classifications, correctional work with schoolchildren is developed and implemented to effectively eliminate dysorthography.

Pathogenesis and classification of dysorthography

The basis of dysorthography is the difficulty of mastering the morphological and traditional principles of writing. The morphemic principle is based on the same spelling of parts of a word in a strong and weak position. The traditional principle of spelling involves memorizing vocabulary words based on pronunciation, speech motor and kinesthetic memory. In elementary school, difficulties in mastering spelling skills can be explained by:

• unformed language functions - the level of speech development of children with dysorthography is characterized by a limited set of lexical units, insufficient proficiency in word formation skills and units, insufficient proficiency in word formation and inflection skills;
• unformed HMF - unfinished lateralization of speech functions, deficit of voluntary attention and violations of speech-auditory memory can act as prerequisites for the occurrence of spelling errors.

The heterogeneous presentation and severity of dysorthography has led to it being assessed from different perspectives. In this connection, several grounds have been identified for its classification, but the most common classification is based on violation of grammatical categories and degree of severity. In accordance with the linguistic approach, it is customary to distinguish three types of dysorthography:

• morphological – persistent and multiple errors that appear when writing spelling complex words. The student cannot highlight the required spelling in a letter and apply the learned rule to it;
• syntactic - errors often occur when defining and indicating connections in a sentence. This usually manifests itself in the inability to correctly place punctuation marks between parts and individual members of a sentence;
• mixed - consists of systematic grammatical and punctuation errors that do not disappear on their own.

Taking into account the number of errors per 100 spellings and the ability to solve educational problems, three degrees of dysorthography are distinguished:

• easy – 15-20% spelling errors in written work. The student completes most assignments and exercises with a grade above average. and the rest are at an average and high level;
• average – 20-30% errors in written speech, most of the tasks are completed at an average level;
• severe - 30-50% or more errors, more than half of the tasks are graded below average.

Symptoms of dysorthography

Symptoms include the student:

• makes mistakes in grammar, spelling analysis, various punctuation errors;
• mixes letters;
• does not distinguish words by semantics;
• incorrectly writes words with unstressed vowels and voiceless consonants, which can be checked;
• has a poor vocabulary, so he cannot find a word with the same root to check the correct spelling of a letter;
• has difficulties with morphemic analysis of words, cannot identify in a word the main morpheme of the word (root), and additional (word-forming) ones - prefix, suffix, ending;
• does not use capital letters (beginning of sentences, in proper names);
• makes mistakes in words with double or unpronounceable consonants;
• confuses the use of hard and soft signs;
• does not correctly divide words into syllables and transfer them and place emphasis;
• cannot remember the names of parts of speech and their morphological features;
• forms its own rules (if “zhi”, “shi” must be written with “I”, then the correct spelling of the word is “zhilezo”);
• cannot move from one type of activity to another;
• unable to master theoretical material and unable to find errors on their own, self-testing does not help.

Students diagnosed with dysorthography often act contrary to the rules and write words the way they hear them.

Symptoms

Symptoms of dysorthography in younger schoolchildren include grammatical and punctuation errors, and difficulties in mastering theoretical material.

The main symptoms include the following disorders of written speech:

• errors in spelling analysis;
• mixing letters;
• semantic difficulties;
• errors in spelling words with tested unstressed vowels (dAma - house);
• mixing of spellings (unstressed vowels in the root and ending of the word);
• difficulties with morphemic analysis (mixing prepositions and prefixes, etc.);
• failure to use capital letters at the beginning of a sentence when writing proper names;
• errors when writing words with double consonants, unpronounceable;
• incorrect use of b and b;
• errors with hyphenation of words, placement of accents;
• various punctuation errors;
• difficulties in remembering the names of parts of speech, morphological features;
• the formation of their own false rules (they write ZHILEZO, because SHI, ZHI is written only with I, etc.);
• difficulties in formulating one’s own statements in writing;
• difficulties in transition from one type of activity to another.

A schoolchild with dysorthography operates according to the principle: “As I hear, so I write.” Does not take into account the objective conditions of writing, does not distinguish the semantic load of lexical units, and selects consonant rather than related words for testing.

Practical exercises help to achieve automation of writing. These are dictations, essays, copying.

Diagnostics

Diagnosis of students who have serious impairments in written speech is divided into 2 stages:

• identifying symptoms;
• choosing an individual method of correcting the disease.

At the first stage, all types of student work are analyzed (dictation, essay, presentation, cheating). The teacher calculates the average error rate in one work, which establishes the degree of dysorthography.

The second stage of diagnosis also involves examining the oral work of the problem student, conducting selected tests and written exercises. The speech therapist finds out whether there are deviations in knowledge of spelling, tests his knowledge, skills, phonemic hearing, and non-speech processes.

While the student completes these tests, the teacher carefully observes him and records how motivated the child is to study, whether he understands the error, and whether he finds an algorithm for eliminating it.

If the cause of dysorthography lies in a psychological deviation (higher mental functions are not sufficiently formed), then individual consultations are carried out by a practical psychologist. He works not only with the child, but also with the parents, giving them recommendations on what can be done systematically at home.

After conducting a series of tests, the school psychologist, teacher and speech therapist jointly draw up a map for the student, which outlines his individual route, identifies goals, gives advice to parents, and outlines planned activities.

Methods for correcting the disorder

Conventionally, correction is divided into mastery of morphological and traditional principles of spelling. The first, also called morphemic, implies the same spelling of parts of a word in both strong and weak positions (stressed or unstressed position), the correct spelling is explained by selecting a test word.

The traditional principle in spelling is based on memorizing dictionary (untestable) words. It is also based on pronunciation, attention and memory.

Correction of dysorthography goes through a number of stages:

1. Sound pronunciation and the syllabic structure of the word develop. The speech therapist teacher uses repeated syllables in a certain rhythm; it is necessary to compose words from the syllables that are proposed. During the exercise, correct pronunciation is also formed, so you need to use those sounds with which the student has difficulties.
2. The student's vocabulary expands. This happens thanks to the independent composition of the text, a description of what is shown in the picture, what is said in the cartoon,
3. The parts of speech are different. The child is given a series of words, in which there are words of one part of speech, and there is an extra one, you need to find and explain why it is extra. Exercises are also given to compose sentences according to a certain pattern (gradually becoming more complicated).
4. Morphological characteristics are formed. The student learns to distinguish between case forms, gender, the number of different parts of speech, the tense of the verb and its agreement with the subject.
5. Creation of word models, word formation. The student finds the root in the words and makes one of them: dust sucks - a vacuum cleaner, steam moves - a steamer, etc.
6. Isolating and distinguishing related words - those with the same root.
7. Spelling skills develop. The speech therapist names a number of words, the student must determine by ear which of them has a possible problem with writing the letter and why. Or the child writes down a few words and puts an ellipsis instead of the problematic sound. Afterwards the number of words increases to sentences.
8. Attention and memory develop. The student pronounces words as they are written, training visual and auditory memory. New tongue twisters can also develop short-term memory.
9. Bringing automation to correct writing. This is a long process. In severe cases, the disease can last for several years. Work is carried out both by a speech therapist teacher and at home by a parent in various forms: dictation, essay, cheating.
10. Development of self-control and self-testing skills. The child learns to find errors in his work, correct them, and give arguments.

When carrying out correctional work, it is necessary to observe and diagnose the student’s level of self-esteem. If a child is lagging behind in academic performance, has no authority in the team, and has no friends in the class, then it is necessary to get rid of problems in oral and written speech. After this, the student quickly adapts and his self-esteem increases.

Phonetic analysis of the word “dysorthography”

Phonetically, the letters E - [ye], E - [yo], Yu - [yu], I - [ya] often denote two sounds at once. Have you noticed that in all the indicated cases the additional phoneme is “Y”? That is why these vowels are called iotized. The meaning of the letters E, E, Yu, I is determined by their positional position.

When analyzed phonetically, the vowels e, e, yu, i form 2 sounds:

◊ Yo - [yo], Yu - [yu], E - [ye], I - [ya] in cases where there are:

• At the beginning of the words “Yo” and “Yu” there are always: - shudder [yo´zhyts:a], Christmas tree [yo´lach'nyy], hedgehog [yo´zhyk], container [yo´mcast'];
• - jeweler [yuv'il'i´r], top [yula´], skirt [yu´pka], Jupiter [yup'i´t'ir], nimbleness [yu´rkas't'];

As you can see, in the phonemic system of the Russian language, stress is of decisive importance. Vowels in unstressed syllables undergo the greatest reduction. Let's continue the sound-letter analysis of the remaining iotized ones and see how they can still change characteristics depending on the environment in the words.

◊ Unstressed vowels “E” and “I” denote two sounds in phonetic transcription and are written as [YI]:

• at the very beginning of the word: - unity [yid'in'e´n'i'ye], spruce [yil´vyy], blackberry [yizhiv'i´ka], him [yivo´], fidget [yigaza´], Yenisei [yin'is'e´y], Egypt [yig'i´p'it];
• - January [yinvarskiy], core [yidro´], sting [yiz'v'i´t'], label [yirly´k], Japan [yipo´n'iya], lamb [yign'o´nak] ;
• (The only exceptions are rare foreign word forms and names: Caucasoid [yevrap'io´idnaya], Evgeny [ye]vge´niy, European [yevrap'e´yits], diocese [ye]parchy, etc.).

Note: The St. Petersburg phonological school is characterized by “ecane”, and the Moscow school is characterized by “hiccup”. Previously, the iotrated “Yo” was pronounced with a more accented “Ye”. When changing capitals, performing sound-letter analysis, they adhere to Moscow norms in orthoepy.

Some people in fluent speech pronounce the vowel “I” the same way in syllables with a strong and weak position. This pronunciation is considered a dialect and is not literary. Remember, the vowel “I” under stress and without stress is voiced differently: fair [ya´farmarka], but egg [yiytso´].

Important:

The letter “I” after the soft sign “b” also represents 2 sounds - [YI] in sound-letter analysis. (This rule is relevant for syllables in both strong and weak positions). Let's conduct a sample of online sound-letter analysis: - nightingales [salav'yi'], on chicken legs [on ku´r'yi'h' no´shkah], rabbit [kro´l'ich'yi], no family [s'im 'yi´], judges [su´d'yi], draws [n'ich'yi´], streams [ruch'yi´], foxes [li´s'yi]. But: The vowel “O” after the soft sign “b” is transcribed as an apostrophe of softness ['] of the preceding consonant and [O], although when pronouncing the phoneme, iotization can be heard: broth [bul'on'n], pavilion [pav'il'o ´н], similar: postman, champignon, chignon, companion, medallion, battalion, guillotine, carmagnola, minion and others.

Phonetic analysis of words, when the vowels “Yu” “E” “E” “I” form 1 sound

According to the rules of phonetics of the Russian language, at a certain position in words, the designated letters give one sound when:

• sound units “Yo” “Yu” “E” are under stress after an unpaired consonant in hardness: zh, sh, ts. Then they designate phonemes: ё - [o],
• e - [e],
• yu - [y].

Examples of online analysis by sounds: yellow [zho´lty], silk [sho´lk], whole [tse´ly], recipe [r'itse´pt], pearls [zhe´mch'uk], six [she´st '], hornet [she´rshen'], parachute [parashu´t];

Treatment

The presence of dysorthography in a child should not be regarded as an excuse for making mistakes when writing.

This learning disorder can be corrected by practicing proper writing and reading skills. A child can learn the rules of spelling words.

Necessary for this is control by an adult, who must motivate the child to work and correct possible mistakes in order to avoid their consolidation. Frequent reading of books is very important. Thus, the child visually learns new words and remembers their spelling.

Working from home with a child requires patience and understanding of his situation. Often or sometimes his mistakes cause laughter, which makes him feel frustrated and rejected.

Exercise should stimulate both the intellect and the emotions. Good exercises for a child with dysorthography are puzzles, crosswords and funny drawings that allow you to distinguish the correct spelling of words from the incorrect one.

Didactic games are used that were created based on many years of work specifically to prevent dysorthography. Also, poems and songs whose content is centered around grammatical rules are beneficial. Melodies are easily reinforced in memory, thanks to which the child will remember their fragment in the event of a spelling dilemma, which will help make it easier for him to make a decision.

Each type of dysorthography benefits greatly from reading books. Experts agree that constant reading reduces the severity of all writing disorders.

The effectiveness of treatment for dysorthography depends, first of all, on systematic correction work, an individual approach and the formation in the child of the ability to concentrate and remember new rules.

Prevention

Work to prevent the development of the disease is divided into several stages:

• form morphological characteristics in the child, teach him to do morphological analysis of words;
• practicing spelling rules, gradually complicating tasks (insert a missing letter, highlight a spelling, writing a vocabulary dictation, choosing the correct spelling from several);
• to develop spelling skills, use not only the standard form of presenting the rule, but also alternative ones (poetic form, reading a word aloud as it is written);
• replenishing vocabulary by reading books, describing what is shown in the picture and understanding the semantic meaning of the word;
• developing word formation skills;
• formation of correct oral speech. If it is not properly formed, the written form will be defective and illiterate.
• development of fine motor skills (massage, self-massage, playing with small objects, shading of various types, working with scissors, plasticine);
• formation of correct articulation, clarity of diction;
• development of attention (finding places in a word where there is a spelling);
• development of memory, thinking;
• development of the ability to concentrate, distribute and switch attention.

Dysorphography is a disease that is diagnosed in elementary school students. But its development can be avoided if the preschooler has developed a sufficient vocabulary and pronounces words correctly without knowing the rules (at school he learns them, learns the name of what he practically already knows).

Parents need to provide a comfortable atmosphere for the development of the psyche, engage in the upbringing and physical health of the child, and not shift responsibility to the employees of the preschool educational institution. If dysorhorgraphia does occur, then it is necessary to diagnose it correctly and in a timely manner and find ways to correct it.

Work to eliminate the disease is carried out comprehensively: by a teacher, speech therapist, psychologist and parents. The effectiveness of work to overcome dysorthography and the successful development of the school curriculum depend on timely, systematic and well-planned correction.

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Correction of dysorthography in younger schoolchildren. Article on the topic

Dysorthography is currently the least studied category of writing disorders. Until recently, all cases of writing disorders, manifested in a large number of spelling errors in children, even if they were persistent, were considered nonspecific and were not the subject of serious study. Over the past decade, several publications have appeared that have defined a new direction in the study of writing disorders. Although many practicing speech therapists do not recognize this concept.

For many children with specific writing disorders, there is a close relationship between dysgraphic and spelling errors. Often, children who completed a correctional course to eliminate dysgraphia got rid of dysgraphic errors, but spelling errors came to the fore. Such writing impairments are often so persistent that they persist until graduation.

It is especially important that all researchers studying this problem believe that the main reason for grammatical errors made by children is not their simple ignorance of grammatical rules, but the impossibility of applying them in the process of performing various types of written work.

The level of development of oral speech significantly influences students’ mastery of spelling. In other words, by the time of mastering spelling skills, phonetic, phonemic, lexical generalizations, the ability to analyze and synthesize linguistic units, both from the point of view of semantics and from the point of view of linguistic design, must be formed, as well as correlate them with a graphic model.

The above mechanisms do not fully explain the persistence of spelling errors. A significant role in their occurrence is played by a deficit of voluntary concentration, switching and distribution of attention, and impaired auditory-verbal memory.

The main difficulties of such children are detecting spelling patterns and solving a spelling problem. The latter usually requires mastery of morphological analysis of words, sufficient vocabulary, and the ability to select the necessary test words based on formal grammatical features.

Comparing dysorthography with dysgraphia, researchers believe that in both cases the basis of the difficulties is the immaturity of individual components of language ability in children. Dysgraphia is a violation of the predominantly phonemic principle of spelling, and dysorthography is a persistent and specific violation of the use of morphological and traditional principles of spelling, which manifests itself in numerous spelling errors. However, to master many spelling rules, the formation of the phonemic component of language ability is required (the ability to differentiate vowels - consonants, hard - soft and voiced and voiceless consonant phonemes, unstressed and stressed vowels), which significantly complicates learning in a comprehensive school for children with severe speech impairments.

In modern speech therapy literature, dysorthography is considered as a persistent and specific immaturity (impairment) in the acquisition of orthographic knowledge, skills and abilities, caused by the underdevelopment of a number of non-speech and speech mental functions.

Having studied the literature, I came to the conclusion that today the research on this topic by three authors Alexander Nikolaevich Kornev, Irina Vladimirovna Prishchepova, Olga Ivanovna Azova is relevant and significant. and I would like to present to your attention how these researchers view the correction of dysorthography.

According to A.N. Kornev Corrective work for dysorthography should be based on several key principles:

1. Formation of full-fledged morphological concepts and skills of morphological analysis;
2. Working out algorithms for solving spelling problems, first on easy speech material: inserting letters, highlighting spelling patterns, writing under spelling dictation, choosing from several spelling options - the correct one;
3. When developing spelling skills, use not only the method of conscious application of rules, but also alternative methods of mastering spelling skills. As the latter, the author cites the copying of words with spellings from samples of written text (strengthening the visual image of the word), the use of such a technique as “spelling reading”.

In the works of I.V. Prishchepova describes a method for correcting dysorthography in schoolchildren in grades 2-3 with mildly expressed ODD. The correction work described by the author was carried out in several stages:

Stage I - performing spelling actions with the help of a speech therapist, their materialization. Visual material, cards with vowels and consonants, and their symbols are widely used. Prishchepova emphasizes the importance of teaching a child to “see” the spelling in a word before writing it, teaching her to predict and find “erroneous” places in words.

Stage II - consolidation of spelling knowledge using a variety of diagrams, graphic and symbols, letters and their combinations, tables. A sufficient amount of grammatical tasks, skills and abilities is a prerequisite and necessary condition for justifying a particular spelling in a word. For most words of morphological and traditional spelling principles, it is important to timely determine the morphological composition of words.

Stage III - performing spelling actions with students loudly explaining the steps being performed in the form of reasoning and conclusions.

Stage IV - systematization of acquired knowledge, skills and abilities, translation into the mental plane, performance of certain operations in terms of internal speech, reasoning “to oneself”. At this stage, students perform spelling and grammar exercises in writing, silently, and use symbols to identify spelling patterns found in words.

Prishchepova highlighted the main directions of correctional influence that form the prerequisites for orthographically correct writing in children:

1. correction of disorders of gnostic-praxic functions (recognition of images of objects, orientation in the diagram of one’s own body, development of optical-spatial gnosis and praxis, development of letter gnosis, development and reproduction of rhythm; development of visual, speech-auditory and speech-motor memory);
2. development of speech perception, namely the development of imitation of a series of syllables with changing stress; development of phonemic perception, speech therapy work on stress);
3. development of language analysis, synthesis, representations;
4. enrichment and development of vocabulary
5. correction of violations of the grammatical structure of speech;
6. speech therapy work on coherent speech;
7. integration of formed psychological prerequisites for mastering spelling in the process of applying spelling rules.

In my opinion, the most interesting work in this direction is Olga Ivanovna Azova. She highlights the following areas of speech therapy work to eliminate dysorthography:

1. Improving the phonetic-phonemic aspect of speech.

When implementing this direction, the following tasks are solved:

• Improving sound pronunciation and sound-syllable structure of words.
• Development of syllabic analysis and synthesis.
• Work on stress: identifying a stressed syllable and a stressed vowel, differentiating stressed and unstressed vowels in a word.
• Development of phonemic perception (auditory differentiation of voiced and voiceless, hard and soft consonants, affricates and their components).
• Formation of phonemic analysis and synthesis, phonemic representations.

The development of sound analysis is carried out in close connection with morphemic analysis, with the identification of a common morpheme and the determination of its sound composition in a strong position.

1. Formation of the lexical component.

Work on the formation of a dictionary includes enriching the dictionary, clarifying the meaning of words and developing its semantic structure on various lexical topics.

Much attention is paid to working on antonyms, synonyms, paronyms, and ambiguous words.

1. Differentiation of the meaning of different parts of speech.

Children learn to distinguish parts of speech, transform words from one part of speech to another by questions, by word roots, to differentiate parts of speech using graphic images, by pictures, by the final part of a word.

1. Clarification of the grammatical meaning of words.

Corrective work includes clarification of grammatical meanings: the number of nouns, adjectives and verbs; gender and case of nouns and adjectives; animateness and inanimateness, property and common nouns.

1. Formation of morphological generalizations and inflections.
2. Formation of word-formation models and word formation.
3. Differentiation of related words.
4. Development of morphemic analysis.
5. Formation of the syntactic structure of simple and complex sentences.
6. Formation of spelling vigilance, spelling knowledge, skills and abilities.
7. Development of attention, memory, thinking.
8. Mastering the relationship between phonemic, morphological, syntactic, word-formation competence and spelling knowledge, skills and abilities.

I would especially like to note that Azova O.I. proposes to apply the principle of “quantization” of a spelling rule in work on the correction of dysorthography. “Rule quantization” assumes that the rules are not presented all at once before the automation process, but in certain quanta, doses. In order to learn a particular rule, a child must master several operations (quanta), each of which must itself become a skill before the child begins to study this rule.

Example of the rule “Separating soft character(s)”

I quantum: Be able to quickly perform morphemic analysis: “see” the morphemic composition of a word.

II quantum: Be able to differentiate vowels and consonants.

III quantum Be able to differentiate oppositional sounds by hardness and softness.

I bring to your attention some techniques that I successfully use in correctional work.

In class I use pens with three colors: red, green, blue.

For example, when studying the rule for the separating soft sign.

Children write the entire word in blue ink, ь in green, the vowel separated by a soft sign in red: chairs, stakes.

When working with words of the same root, I use E. Izmailov’s poem “How Words Grow.” You need to draw a tree, “plant” the word “garden” at the root, and words with the same root will “grow” from it. Children come up with words themselves and happily attach them to the crown of the magic tree. And then I start each lesson with this type of work, offer a root, and the guys come up with cognate words with the same root. In this case, the root must be written in block letters, the root vowel in red, and the root icon in green. In related words of the same root, we also highlight the root vowel and the root itself. This work takes a long time.

I think that it is important to ensure that the root itself is “highlighted” in every word. To do this, offer the game “Loto of the same root words” in classes (a set of 30 cards with words and 40 small cards with roots).

Each child has a card with words. I name the roots of the word and show the corresponding card with the root. Children cover words with these roots with chips. Until someone covers all 6 words. The winner reads his words, naming the root. The rest of the children are words with the same root. Students write down words with the same root and make sentences with these words.

I think that working with word-formation models is very effective.

1. Visual perception of the structure of a word based on a model drawing.

A special feature of these tasks is the graphic presentation of the word-formation model: the root spaces are filled with a picture that provides information about the meaning of this morpheme in the word. At the same time, students visually perceive the morphemic structure of the word as a whole.

1. Accumulation of groups of single-structure words.

Gradually, students accumulate a certain number of word-formation models and lists of roots corresponding to them.

1. Formation of words corresponding to one word-formation model.

Based on this type of task, students develop the ability to conduct elementary word-formation analysis, when they need to form a whole series of words according to a given model.

The wording of tasks for such exercises may sound, for example, like this:

- from words... form nouns (adjectives, verbs) according to the specified model.

Carrying out such an analysis helps to enrich the vocabulary of students.

1. Search for a hidden word using a model - a guess.

Children are presented with a riddle; a word-formation model can serve as a clue.

The work may be accompanied by additional tasks:

- name two words of the same model as the word - guess. What do all these words have in common? Show what significant part of the word they differ from.

You can invite schoolchildren to find a “hidden” word using the specified model and a given single-root word, which tells the child which root needs to be “inserted” into the graphic model to get the hidden word:

1. Comparative analysis of words that are externally similar in composition.

In the process of such analysis, the ability to parse the composition of words of one model, as well as words that have an external similarity in structure, is formed.

1. Graphic representation of nests of cognate words using word-formation models.

The work of compiling nests of cognate words using graphical recording of word-formation models can be accompanied by a variety of tasks, for example, the following:

- Look carefully at the recording. Find the words hidden in it and write them down in letters, paying attention to the correct spelling of the roots.

- write encrypted words. What do they have in common and what are their differences?

1. Search for words of the same word-formation model in the text.

In correctional work, you can use the technique of morphemic pronunciation and morphemic writing.

Unlike syllabic pronunciation, morpheme pronunciation requires a clear pronunciation of each morpheme in a word. This method of orthographic reading is much more complex for a child in grades 3-4, since it presupposes the ability to isolate morphemes in the process of writing a word and before writing it.

In this case, first the student carries out his usual work - syllable-by-syllable pronunciation, then writes down the word and after that, visually perceiving the written word, the student tries to comprehend its structure and clearly pronounce each morpheme. Such an analysis is carried out at the initial stages of introducing morphemic pronunciation. Then, gradually, children develop the ability to “see” the morpheme structure of a word before writing it down, clearly pronounce each morpheme of the word, and then accurately write it down morpheme-by-morpheme.

It is useful to reinforce the technique of morphemic pronunciation with morphemic spelling of the word. This technique consists in the fact that when writing a word in it, one morpheme is separated from another using dashes:

With morphemic writing, the student comprehends the morphemic composition of the word in the process of writing it.

My practice shows that the technique of morphemic writing gives positive results if used systematically in the classroom. You can invite students to write down individual words, phrases, sentences that are proposed in the process of visual perception (cheating) or auditory perception (various types of dictation).

In correctional work I use the technique of spelling reading. During orthographic reading, not only the visual analyzer works, but also the speech-motor apparatus and hearing, that is, during orthographic reading, memorizing the orthographic appearance of a word is carried out by three types of memory - visual, auditory and speech-motor. The child sees the word, hears it and pronounces it as it is written. The likelihood of remembering the correct spelling of a word triples.

In my work I use oral dictations: I dictate a sentence and the student pronounces it orthographically.

I think that the “Eye Photo” exercise gives good results. On the board I write down words in a column, for example: groups of words with the same root or synonyms. I demonstrate the words for a short time (20–30 seconds, depending on the number of words), then I close the columns. Students write down what they remember, then check the words. Another option for this exercise: without writing it down, just say it spelling.

In classes, in order to develop spelling vigilance, I suggest the following games:

• Game "Find a dangerous place."

- I will say the words. And clap your hands if you hear a sound that cannot be trusted when writing

• Game "Traffic Light".

- Show a red traffic light or light a red light if you find a dangerous place in the sentence.

• dictation “Testing myself.”

Its difference from the usual one: the omission of letters that present difficulties in writing them.

I say the word. Children pronounce and write, skipping difficult spellings. So, gradually they move from words to sentences. After writing a sentence, students put a number in brackets after the sentence corresponding to the number of questions that arose during the writing process. For example: The first fluffy snow fell. (2)

When working with sound patterns, I teach children to designate a “dangerous place” in a word pattern. Students find a circle that represents, for example, an unstressed vowel and turn it into a triangle.

Thus, I believe that the system of speech therapy work to eliminate dysorthography should be aimed at the formation of spelling vigilance, phonemic, lexical, word-formation, grammatical operations and their integration, the development of thinking, memory, attention, as well as the formation of programming sequences of language operations, their implementation and control in the process of spelling activity.