Kitabı oku: «What teaches dysgraphia», sayfa 2

In such a complex interaction, we effectively alternate and combine the weakening of sensory and selective saturation with the tension of self-organization, correction, and criticality. It is this regime that creates the conditions for efficiency, promising conformity and, at the same time, the didactic attractiveness of the diagnostic- correctional process. And after all, we often observe not only a complicated nosological picture, aggravated by social and pedagogical inadequacy, but also a speech therapy, for example, marriage. The child of preschool age was transferred to a general pre-school organization with insufficiently corrected disturbances in the sound quality caused by dysarthria. The phonemic defect, with the general high abilities, did not cause noticeable disturbances in the development of cognitive activity, but rather, it increased the lexical susceptibility of the child in conditions of a small but habitual difficulty, but in school lessons the problem manifested itself as a violation of the structure of complex words, more appreciably due to the individual increased need of the student in m extension of the lexical base of verbal intelligence.

Ethics, aesthetics and the perspective of written communication, or what, why and in what style we exchange information

As you know, greet, ask forgiveness and thank the natural, organic, willing and early start the children from families, where adults provide a favorable example for this.

Analyze the flow of information directed at the child and initiating the child’s own contribution to the communicative sphere, to the life of the environment. Does he motivate communication, cooperation, development? Does it improve the quality and sensation of life? Does it show signs of a value attitude of others around the child himself, his well-being, opinion, style, image? Apply the received data to the transformation of the content and form of the information directed to the child. Once caught, that the quality posts a negative, destructive or bad taste – discount the unfavorable promise more spiritualized information, fill harmony due to the positive x contents, replenish the deficit of interesting, intriguing, unusual information, it is possible and with critical comments if the child’s age allows. Although experience shows that good, kind comments are available not only to a person, but we tend to underestimate the abilities of children.

Orientation to quality, efficiency, social significance and cultural value of oral speech, writing, developing, anti-entropic application of digital information technologies is laid in the family, and even public opinion disapproving of the purely intellectual and cultural nature, lack of healthy social lifting will not be able to abolish this predetermination.

Of course, in families where there is no value perception of developed speech, children are more often in a situation of aggravation of the existing prerequisites for violation of oral and written speech due to microsocial neglect. Often this turns out to be a blessing, since a pronounced violation in speech development leads to the use of speech therapy, and the speech therapist in the situation of psychological tension and didactic mismatch of the child’s activity compensates for his insufficiency, not only of a program nature, but also of a conceptual, motivational, value plan, attitude to language culture and own speech, which the child did not receive in his family, in his preschool childhood.

It is on this basis that we form the aesthetic ideas, the feelings of the child, replacing them with a negative or even dramatic attitude associated with communicative insufficiency, errors in self-positioning, the opinions of others about their capabilities and prospects, and their own tense expectations of failure, blame or insulting underestimation, level of tasks, unnecessary or customary advances.

The aesthetic perception of the native language (and, indeed, of the foreign one, too!) Increases the effectiveness of metamodeling, forms the so-called sense of language. Teachers talk about spelling, and we suggest: you write down a word or try to see it with your inner gaze. What letter hinders, badly, ugly looks in a number of others? What letters did not you want to write? On which keys did she flinch? Not always the choice of such spelling sensitivity corresponds with the leading modality of the child (auditory, visual or other). Because a complex of abstractions and specifics is extremely multitasking here, and if the mismatch of such operations can be optimally structured, often such achievements are reflected in the adult, further success of the person, for example, professional, family, personal.

Aesthetics are a reflection of the appropriateness of any self-organizing phenomenon. By incorporating such an important and ordering factor in their activities, a person becomes involved in the possibilities of synergy, in the strategy of anti – entropy.

That, in fact, in itself is the need of the person of the highest plan – and at the same time increases the efficiency of simple and complex actions by an order of magnitude.

A person who has joined the sphere of high multitasking technologies, experiences exceptionally favorable experiences, what he has the right, the need for them lies in our nature and motivates him to further self-development. He becomes himself interesting and socially attractive.

Consider the presence of beauty, harmony in the speech environment of the child, in his self-concealment, especially – a child with a communication disruption is essential. It would seem that the predominance of negative, monotonous, simplified verbal information in the child’s living space is not the main destructuring factor for its development. But then we are surprised to find out the lack of motivation not only for the purposeful development of the child’s speech – but also the reluctance to cooperate with adults in general and the misunderstanding why it is necessary to do so. Participants in our workshops include teachers and parents to correlate the amount of positive information with negative, unpleasant – with attractive, one-type – with intriguing, support socio-pedagogical monitoring of aesthetic compliance of prosodics and graphics in communication.

We often even apply this approach. If the child is in a situation of intense correctional-educational process for a long time-or, conversely, with a short-term short-term correction act, we suggest that he imagine, simulate a situation of didactic success, and under this impression do some work. Often, such a technique can be effective and presentation.

It is effective to relate yourself to an attractive character, a significant close person, and not just in a didactic situation.

Harmony is given to praxis also through motor attraction of activity, social inclusion, grace of decisions.

Motivating and modeling, effective and effective, intriguing and value- significant – these are the components of self-determination of the individual, the status of the student, his communicative competences in the context of general civil growing up. Separately, they really do not exist.

Can we determine by the handwriting of the child whether he is restrained, tense, neurotic, anxious, bored, inclined to impulsiveness, exhausted? There are, of course, signs of various physical and psychological conditions. But the ability to tune in to the child, and his own ability to feel non-verbal information of the communicative component of the activity – is a powerful factor for achieving prosperity, success, mutual understanding.

Practitioners of education are becoming more and more surprised by clinicians and researchers. For example, how to consider the possible manifestation of a child with severe impairment in the development of sensori-motor amnesia? Sometimes the feeling of beauty is the most effective or the only language of cooperation accepted by the child.

The missing is replenished in a harmonious environment, in aesthetically and ethically conformable praxis.

The invasion of the digital civilization into our everyday life, the information expansion into the communicative sphere of human activity, too, must be cultivated in the format of a personal territory of human well-being, social attractiveness, to adopt an instrumental, functional position – as human -like components of its activity. And, accordingly, aesthetic, ethical, personally significant means and criteria are applicable and effective. For example, even for several years a person can gradually delegate some of the operations to an electronic “co-author”, even if he started with copying text, written on paper, on an electronic medium. Then the person tests the effective moment of editing the electronic text, archiving, sending on the Internet, but the system organization of the process includes more complex, structuring, analytical, evaluation components for creating, developing and structuring content, including right-hemispheric processes in passing, similarly to how it is formed and activated in such a way called “spelling vigilance”, but at a higher level, corresponding to the possibilities of digital technology. Instead of wearing a head preparing an article or several articles of periodically anosya its elements on paper and p ost e By transferring information electronically, today a person can already sketch out the scheme of several books, including rearranging the nodal components, expanding the components of the text without much stress, saving time, along the way carrying out other work that requires, perhaps, greater concentration of attention. the person to some extent takes out some of his functions, distances himself from the work that is being done, which usually involves the imposition of tools on the objects of labor. It is important that modern people can effectively perform a number of complex types of intellectually productive work with a parallel organization. This especially applies to children. Compare: modern schoolchildren for decades accumulate tendencies tendencies to perform simultaneously up to three or four cases, combining writing essays and communicating with watching TV, listening to music and recording individual thoughts. At first, public opinion included such a “syndrome of Julius Caesar”, also inclined to versatile simultaneous employment, to deviations from the norm. Now this phenomenon of time is ambiguous, but we must learn to live with it and to accompany more and more complex features of child development. This is especially important for children with disabilities, they often have to catch up with peers in accordance with the program, overcome specific difficulties in education and communication, and sometimes it is desirable for them to reach some advanced positions in development (due to the peculiarities of the educational route, frequent diseases or the operational cycle).

But even here the effectiveness, the motivating importance, the noticeable effectiveness of the ethical and aesthetic components of employment, no one canceled the intersubject inclusion of all participants in the social and educational dialogue!

Mastery of written communication does not exist in the form of the emergence of a separate human competence. It is systemically important what a person expresses, where he develops and what role he plays in society.

The application of Elena Rybakova’s “Phonemic Riddles” for development of morphological and grammatical vigilance of schoolchildren on the letter

The complication of the nosological picture observed by specialists who specifically accompany children with violation of written speech, as well as the socially contextual structure of the defect, presupposes both an expansion of the methodological base for the development of special education in this area, and the updating of diagnostic, correctional and developing materials to help teachers and parents.

Especially noticeable is insufficient aids and materials specialists arsenal accompanying children with pronounced layer, multiple breach requiring prolonged stress cooperation is often observed at pupils didactic negativism, fatigue, exhaustion perception needing effects overt, capacious means x correction and Development.

Many specialists develop new manuals and materials and adapt the available ones taking into account the categorical and individual needs of the students.

Such means are becoming and now updated manual “Fonematich riddles”. Prepared on the basis of experience in correcting oral speech of pre-school children, as well as a number of other manuals of this series, this publication, whose materials and recommendations are aimed at the development and refinement of the children’s dictionary, the notions of the surrounding world, and their correction an analytical perception, an analytico – with the intellectual components of speech, – with respect to the written speech of schoolchildren with dysgraphy, remains relevant.

Sophisticated, whimsical word usage, word formation, a combination of words that contribute to the refinement of perception, analytical and synthetic support oral speech of children, as well as the need to st ugadyvat s answers, taking into account as a phonetic-f onemat ble and lexical component s mysteries, and the semantic content of the texts, allow to improve operational processes and comprehension of tasks already in written speech, especially this is relevant for children with violations of letters and other problems in cognitive development.

In addition, for these groups of schoolchildren, it is also possible to consolidate in the game form knowledge about the environment, which also allows to achieve this benefit with a favorable organization.

For children with respect to the normative formation and development of oral speech, writing, the conceptual sphere, these materials can be applied in the game, training plan, as well as the object of cultural and projective research of schoolchildren, a model for parody and imitation.

The updated edition is being prepared with the development of illustrative and didactic material that meets modern requirements, including – intriguing, distanced from the usual format.

Selection of text for reading in difficult cases violation of the letter from schoolchildren at speech therapy and in the family

Letters violations observed in both children with dysgraphia as a separate problem, and at the school Cove suffering from inadequate STI educational organization de yourself, exhaustion of neuro- psychological proce ssov with significant characterological features – and many other options diskompetentions.

An important circumstance here is not always available, especially correctional with overdoing, so parents and teachers need simple and distinctive guidelines both for determining the nature of the student’s difficulties and for supporting effective, efficient, coherent social and educational support.

Another category of schoolchildren who may not receive correctional help due to a number of subjective and objective circumstances are gifted children, highly motivated pupils and schoolchildren with unequal object success (in this case we mean children who have difficulty on subjects related to literate writing. Gifted children can, for example, be tightly engaged in olympiads, additional occupations on priorities and profiles, extra-curricular and social activities-and at the same time accumulate gaps, problems, difficulties for quite some time, effectively masking them or depleting the operational resources of compensation.

Many of them are in primary school too quickly passed the stage of development of literacy is not enough mastered the delicate operations n avykov, analytical and with and ntetichesky component and process s comprehension of written language, h then the complication of textual material and other components of the lexical, graphic work, these shortcomings manifest themselves with growing on tensions. The more neglected the situation, the greater the subsequent difficulties, the more complex the organization and the provision of diagnostic and corrective support.

The organization of their educational status by the schoolchildren, as well as his environment, the objective conditions do not always contribute to the provision of a corrective-development process.

The more pronounced is the shock of students and adults, when a complex survey reveals, for example, that the problems in the development of written speech are more significant than anticipated – but the reading is not so favorably shaped to neglect the system of special accompaniment of dyslexia.

Students especially have secondary school level, actively protesting at depth diagnosis of reading processes, their ambitious expectations you expressions discord with lowering their educational status – and then stunned the state must be reoriented in productive actualization not only p adi saving their psihoemotsiona ceiling elements of well-being, but also due to the high resource availability of such affective readiness.

Correctional and developmental studies at school age are mainly associated with the educational process, therefore their content is correlated with the training program both in the strategic aspect and in the operational mode. However, the principle of correlation of individual achievements and perspectives of pupil development prevails when selecting texts for correctional work. If the productive speed and the level of text complexity are significantly behind at the moment from the parameters of the main program, the work of the class, then the teacher’s ability to adjust to the productivity of the child is more limited than for the speech therapist in individual lessons or for the prepared parent.

Speech therapist at the introductory stage of the remedial work, as a rule, is combined with the primary diagnosis in the school, often simplifies text Materia ly read / important first – read it without errors / even on current student opportunities with a view to ensuring psihoemotsiona ceiling elements of comfort, improve individually significant motivation, didactic employment attractiveness and also for positioning correcting process, the need for perspective model tion and often contributes independently appl ennomu schoolboy desire to increase the degree of difficulty and pace of work.

Experience shows that the student can be favorably motivates in an to a operation an adult in a sufficiently hardly hydrochloric Allocation to independently mu complicates work in a more responsible Nome relation with respect to th free participation, and also expressed in the possibility of selecting the degree of tension work. The effect of such conditions is significant both in terms of motivating regulation and productivity of cooperation with an adult and, in the form of purposeful acceleration, complication of work initiated by the student himself.

Further, the gradually increasing complexity of texts for reading and, in part, for writing, is organized with the maximally accessible, expedient and reasoned participation of the student.

Once the age, software complexity level of text availability is reached, presentation of texts of higher complexity should be envisaged..

– taking into account the remaining level of discompensation, which can provoke violations of recurrent, recurrent nature or operational difficulties of non-specific orientation;

– in connection with a high probability of spine th hidden abilities and competencies, koto rye thanks to the work done and the enrichment of the motivational component could ut receive the impulse to spontaneously moo sa morazvitiyu, as well as the possibility of th escalation of overall development as a result of the release of the resources of cognitive activity STI, reflection, positioning;

– in accordance with other hidden educational needs, which can be met simultaneously, thanks to the presence of specialists in the correctional profile and the achieved level of social and educational dialogue.

with reference to perspective-oriented diagnostics, so that more subtle, complex features of development and self-positioning of the child, its priorities and individual style are manifested;

– with the purpose of studying and correcting didactic expectations of students, initiating their impulse to self-development, forming an enabling didactic culture in the school environment.

Complicated texts from fiction, scientific, technical, medical, can become a complicating reserve for the continuation of text work.

A separate content component of the text correctional work is the material content of the materials:

– for general and inter-subject provision;

– to enrich the subject- developing environment;

– for distraction from negative experiences and expectations;

– to maintain and regulate attention, interest in occupations and overall performance.

It is also desirable to provide cultural, social, moral, personal relatedness text mother als, which again is not indifferent about and for the general development of pupils in, and their psihoemotsiona ceiling elements status, and for optimal efficiency of cooperation.

Advance development of children’s vocabulary

in the modern information society and the problems of the development of written communication

The organic unity of man’s thinking and speech exists in a mobile interaction, and the moments of mismatch in the rates, volumes and levels of complexity in this dynamic, with weighted address support, create an additional anti-entropic, synergistic effect that can and must be actualized in the interests of the developing personality of the child, his social educational status and reflexive state of health.

Observing the verbal aspects of thinking and communication of modern schoolchildren shows that the development of the dictionary by modern schoolchildren, especially in the passive aspect, is not limited temporally or systemically only to actual or purposefully terminological processes. Verbally, grammatically, logistically, children show readiness for a broader knowledge of the world, including the scientific, for broader generalizations and more paradoxical concepts. Unconsciously, children master the words of both living foreign languages and the large spectrum of Latinisms of the terminological plan, they feel the morphology and grammar of linguistic means, their semantic reference and the perspective of word and meaning formation. These phenomena were observed more locally, of course, earlier, and were noted by a number of linguists, psychologists, teachers, but in the era of information expansion they demonstrate very significant qualitative and quantitative growth.

To some extent, these phenomena and indigo approaches, technologies, both diagnostic and projective, are reflected. But a number of informational processes, the structurally communicative plan, as well as, we believe, caused by the tendencies of the development of the children’s population, led to the fact that children imperceptibly find themselves acquainted with a significant verbal resource systematically ahead of the currently available content of conceptual strata and combinations of meanings.

The most indicative and, of course, systemically productive purely verbal methods of diagnosis, motivating cooperation, productive activity.

We recommend the use of a number of rather simple and visual techniques to identify different vocabulary words level owned student, unaware of his awareness. The most logical of them is the use of a chain of interpretations. The student is asked to determine the scope, the meaning of the word of different remoteness from the sphere of his active cognition and immediate interests, experience, school program. This technique is not very effective linguistically, but as an admission for the self-cognition of the child, giving him confidence in his abilities, as a practical goal-setting apprentice, is invaluable. Thus, the learner learns by experience the process of expanding his sphere of immediate development. Surprise, which is experienced not only by children, but also by many adults, serves as an affective impulse for independent educational activity. The participants of the experiment considered using the “correct mistakes”, “find a synonym” and even the “fourth superfluous” methods more effective.

The dictation conducted by the participants of the experiment in Beloretsk Pedagogical Guesthouse “Belaya Rech” (known for a number of regional and federal publications, participation in numerous international forums) showed that pupils of primary school and secondary school can correctly write and comprehend, even in a simplified editors of interpretation, complex words of philosophical, ethnocultural plan, compound names of chemical preparations and medicines, restore the correct order of words in offers of science-intensive content. Often a student who stubbornly writes “fox"and “popol””, Almost without errors, can write and pronounce” trinitrotoluene”, ” neocolonialism”, ” behaviorism”, etc., especially confidently observing the structure of the word.

It is noteworthy that in quantitative terms this feature of speech development as a whole is not too different in families of more educated and intelligent people from those who come from families with secondary educational interests.

Variations in the degree of expression can be significant (from 30% to 55% of children in the class, with marked signs of an extended development of the dictionary). But these fluctuations do not have a strict dependence on the characteristics of intellectual development, active verbal practice and the interests of children. As for the correlation of the results of the study of the advancement of the verbal component of the intellect of “reading” and “unread” children (that is, those who enjoy reading a broader plan and different levels of complexity – and avoiding this occupation), then our activists do not note the pronounced dependence of this phenomenon on conscious intellectual activity, although qualitatively, of course, the results are predictable: wider coverage of conceptual strata, higher spelling sensitivity, more dynamic logistic potential, or rather, grammatical structuring.

Participants purposefully simulated the conditions of the experiment in terms of identifying the leading position of the hidden verbal component of the students’ intellect, realizing the complexity of the defined phenomenology. The marked expression or non-expression of the advanced vocabulary development by children is, in our opinion, an extremely important object for observation, scientific analysis and subsequent implementation, not only for the purpose of optimizing the educational activity of students, but also as a means of realizing the potential of children and self-actualization of their personality.

A special issue in considering the identified trends in the development of the child population is the study of the causes of this phenomenon. Of course, it should be noted and diverse information environment of the child, and the polylingual at likulturny nd its character, including a reflection of family communication and family traditions of the multinational character of the Soviet Union, as well as modern trends of development of society. But one should not lose sight of the visible signs of systemic changes in the very child population, perhaps of an evolutionary nature.

The scale of the identified verbal resources, their spelling and grammatical components make it possible to draw a preliminary conclusion about the need not only to study the phenomenon in depth, but also to implement this system component in the schoolchildren’s education system.

Thus, both achievements in the development of oral and written communication of the child, and problems should be considered in accordance with the verbal and cultural context of his activities, as well as his environment, with his social and personal status, the general structure and direction of employment, the priority area, the degree of resonance of its speech praxis to global processes and signs of further cultural and linguistic dynamics, correlating resource and inadequate components of child employment in the maximally accessible completeness of the analysis for and self-analysis of the child. Often the discrepancy between the pupil’s school skills is not due to the operational or conceptual deficiency of his educational status, but to the unique hierarchy of motives, landmarks, values, directions, tasks, often very diverse and contradictory, its self-developing educational route. The teacher, a slave of his experience, education, leadership position, finds it difficult to see the personal and personal significance for the student of those deviations from standards and patterns that his analytic reflexes recognize as didactic heresy. Even the temporal discourse in the individual educational path of the schoolchild causes a significant protest of the teacher, if one does not take into account the comprehensive picture of the synergistic components of his self-education, his own position, including not yet exteriorized, which has not become a conscious tool of self-government.

Structurally and strategically represent the individual picture of the schoolchildren’s social and educational route is also extremely important because the child’s and his environment’s ideas about the limitations of his abilities, achievements and prospects for further development, outside the context of his remaining, including favorable, circumstances, reduce the pupil’s self-esteem and his expectations about future success, hinders the modeling of the long-term image of this success, asks the people around him about the reduced opportunities ben. According to our observations, it is because of such perversions of self-positioning that many children learn much less than their abilities – including in linguistic, conceptual areas of cognitive activity.