Anna Kalinova
Features of teaching literacy to children with general speech underdevelopment

A large place in the correctional and developmental process is given to literacy. Teaching literacy is a certain way formation of reading and writing skills. Qualitative literacy training for preschoolers possible subject to developed phonemic hearing and phonemic perception.

The outstanding psychologist L. S. Vygotsky pointed out the need to begin literacy training at a certain stage of the child’s development, when his mental functions are in the stage of maturation. Efficiency in literacy training, according to Vygotsky, can be achieved with maximum consideration of age features and opportunities baby: the level of his thinking, perception, speeches, memory.

The child must also have sufficiently developed speech hearing and « special vision for letters» (normally this is vision promotes remembering letter styles without special labor). The human brain, according to T. G. Wiesel, includes cells that know “memorization and ability to use letters”.

Development and improvement of the methodology children's literacy training preschool age has its own history.

Sound method literacy training, proposed by K.D. Ushinsky had both its advantages and flaws: great emphasis was placed on getting to know each other children with sound side speeches and sound analysis (work was carried out with whole sounding words, and not with isolated sounds, but was not given way of teaching reading process.

I. N. Shaposhnikov proposed a more improved method literacy training. According to his method literacy training comes from dividing words into syllables, and words into sounds, and the distinguished sounds are indicated by a printed letter (writing process) followed by reading the written word (reading process). But this technique did not reveal the very mechanism of the reading process, the moment of merging sounds into a syllable.

D. B. Elkonin developed a new technique learning to read. Process training reading is based on the sound matter of language and consists of three interrelated stages: identification of phonemes in a word, general orientation in the phonemic system of the language; mastering the system of vowel phonemes, designating them with letters, forming an orientation towards vowel phonemes and letters; mastering the system of consonant phonemes, designating them with letters, recreating the sound form of a syllable and word, forming the basic reading mechanism.

Work system teaching children literacy B. G. Goretsky, V. A. Kiryushkin, A. F. Shanko is based on an analysis of the sounding speeches. What is new in this system is a different sequence for learning sounds and letters. This sequence is based on the principle of frequency of sounds (letters) in the Russian language (from the most common to the least common and then to the least common throughout the entire alphabet).

Special the technique deserves attention teaching literacy to preschoolers L. E. Zhurova. Children are taught ways mastering mental actions - sound analysis, positional reading based on the material of the entire alphabet; strict phasing of formation is observed way of reading. What is important and significant in this technique is that in the process training children master the action of quantitative and then qualitative sound analysis of a word.

Methods considered Literacy classes focus on children's learning without speech pathology. Teaching literacy to preschoolers with general speech underdevelopment requires a special technique. This contingent children has great difficulty mastering diploma.

Systems children's literacy training with OHP were developed by such leading experts as L. F. Spirova, R. I. Shuifer, T. B. Filicheva, G. V. Chirkina. Let's consider peculiarities, structure and content of the system literacy training for children with special needs.

L. F. Spirova and R. I. Shuifer point to the primacy of studying the sound-letter composition of words. Process literacy training is based on the following conditions:

- education is conducted only on correctly pronounced sounds and words ( literacy training as a continuation of pronunciation training);

A different procedure for studying sounds and letters is proposed in comparison with the methods children's literacy training without speech pathology;

The pace of all sounds is slower (1.5 years);

The skill of quick orientation in the sound-letter composition of a word is developed;

All verbal material is familiar to children;

In-depth work is being carried out on the formation of morphological generalizations;

In parallel with the study of sounds and letters, elementary rules are given grammar and spelling;

The same sound and letter are studied;

Familiarization with a new letter is carried out by analyzing its elements;

T. A. Tkachenko proposes a system literacy training for preschoolers with special needs development, where the generally accepted sequence of studying sounds and letters according to the system of G. A. Kashe is taken as a basis (u, a, i, p, t, k, o, s, s, z, w, etc.). Literacy training designed for two years - in senior and preparatory school groups.

In the first year of correctional work, preschoolers with general speech underdevelopment acquire clear ideas about each sound, improve the skills of sound analysis and synthesis (without introducing letters).

Second year training assumes following:

From the very first lessons, a letter representation of the sounds being studied is given, which promotes faster memorization of letters;

The assimilation of syllable structures of words occurs through sound-letter analysis and synthesis (working with diagrams, split alphabet);

Developing the skill of syllable reading (auditory dictations). Such important points must be taken into account in teaching children with speech underdevelopment:

The names of the letters are given in accordance with the pronunciation of the sound in the final position of the words (poppy, house, what promotes developing the skill of smooth, continuous syllable-by-syllable reading;

Special the system deserves attention literacy training preschoolers six years old general underdevelopment of speech Filicheva T. B. . Literacy training According to this technique, it is carried out on the material of sounds previously worked out in pronunciation. The basis of the system literacy education has a special the order of learning letters, which is determined by the articulatory complexity of pronouncing the sound. Content training distributed over periods.

First period: completion of work on building readiness for literacy, started in the senior group during classes on the formation of sound culture speeches.

Second period: beginning literacy training. Introducing vowels (a, u, o, i, consonants) (m, p, t, k, s); folding letters of the split alphabet into syllables (mu, su, words (poppy seed, soup) in the wake of sound analysis and synthesis; transforming words by adding, rearranging, replacing sounds; meaningful reading.

Third period: literacy training. Expanding the scope of studied sounds and letters (w, r, l, z, c, h, sch); analysis and synthesis of monosyllabic words with consonant clusters (table, two-syllable words (mouse, three-syllable words (Panama); exercises to identify the missing letter in a word; reading syllables, composing words from syllables; education continuous reading with an explanation of the meaning of what was read; dividing sentences into words, determining the order and number of words in a sentence

Distinctive feature of the literacy system preschoolers with special needs N.V. Nishcheva is that the educational process itself begins from the middle group (in the second quarter). N.V. Nishcheva suggests teach children preparatory group the alphabetical names of letters and learn the Russian alphabet itself with preschoolers (in the second and third quarters).

According to the Beggar system, a child with OPD already in the middle group reads words consisting of two open syllables (note, mother), and in the preparatory group writing in block letters is added to reading.

Throughout the entire period training phonemic analysis skills are being developed. The author pays great attention to the prevention of dysgraphia and dyslexia.

Systems considered literacy training are widely used by practicing speech therapists in correctional work with children with SLD.

From the above it follows that the preschool period is the most favorable for the child’s entry into "linguistic reality". In progress literacy training The child’s mental development is intensive, his educational activity is being formed, which allows preschoolers to continue without special difficulties to join the school educational process.

List of used literature

1. Wiesel, T. G. Anomalies of speech development of a child [Text] / T. G. Wiesel. – M., 1995. - 37 p.

2. Zhurova, L. E. Teaching preschoolers literacy [Text]: methodical allowance / L. E. Zhurova, N. S., Varentsova, N. V. Durova. M: School-Press, 2004.- 144 p.

3. Nishcheva, N. V. Program correctional and developmental work in the speech therapy group of a kindergarten for children with general speech underdevelopment from 4 to 7 years. [Text] / N. V Nishcheva. - SPb.: DETSTVO-PRESS, 2006. – 352 p.

4. Tkachenko, T. A. First grade - no defects speech [Text]: Methodical allowance / T. And Tkachenko. - SPb.: CHILDREN'S PRESS, 1999 – 112 p.

5. Filicheva T. B. Correctional teaching and raising children 5 years of age from general underdevelopment of speech [Text] / T. B. Filicheva, G. V. Chirkina - M., 1991. - 44 p.

6. Shashkina, G. R. Speech therapy work with preschoolers: educational manual [Text] / G. R. Shashkina, L.P. Zernova, I.A. Zimina. - M.: Academy - 2003.-240 p.

Hello everyone.



I absolutely don’t understand why the author of this notebook writes such syllables as “ik”, “ok”, “im”, “it”, “ip”, ​​etc. together?????? I think that it is not right to accustom children to combined...

Hello everyone.
The copybooks disappointed me, although I completely agree that children should start teaching writing in squared notebooks.
At first I was disappointed by the size of the book; it is smaller than a simple checkered notebook.
But the content also somewhat stunned me.
I absolutely don’t understand why the author of this notebook writes such syllables as “ik”, “ok”, “im”, “it”, “ip”, ​​etc. together?????? I think that it is not correct to teach children to write printed words together. In the photo I will show how the child managed to write what the author advised.
You can’t look at the words “mok”, “com” without tears.
I categorically do not recommend buying such recipes.
Not only will they not help the child understand the basics of writing, but they will also teach him to write poorly.
Attached photo:

The tasks then become more complex: circle and color the letters, determine with what sound the names are read...

The first of three notebooks, introduces the letters A, U, O, I, T, P, N, M, K, teaches to read simple syllables, there is a prescription for printed letters for the development of fine motor skills in combination with the indicated letters in the cells, develops phonemic awareness , intelligence, memory.
Ideal for children with special needs 4 years old for the first acquaintance with letters and cursive in block letters.
The tasks then become more complex: trace and color the letters, determine with what sound the names of objects are read, then add the last letters in the words, fill in the letters missing in the middle of the word, recognize all the letters and color them with different pencils, etc....
In notebooks 2 and 3, the tasks are also more complicated, consonants and sibilants are being worked on, but writing in block letters is an order of magnitude higher, simple sentences are indicated...

This is the very first notebook from a set of educational notebooks for classes with children with speech underdevelopment. There are three of them: No. 1, No. 2, No. 3. We purchased the entire set and are very happy about it.)) Here are letters, words in which letters can appear, and it is also suggested to circle lines, letters, and syllables along the dotted lines. All this will help the child in writing block letters in the future. The notebook is very entertaining, the child enjoys studying!

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