Master class by a speech therapist for teachers and parents on the topic “Formation of prerequisites for learning to read and write in preschoolers with SLD.”
Master class plan
- Presentation of technology.
- Collaborative modeling.
- Conducting a simulation lesson (game).
- Reflection.
Now we will present to your attention a master class on the topic “Formation of prerequisites for teaching literacy to older preschoolers with special needs by speech therapist O.N. Burova.”
Presentation of technology.
Nowadays, no one doubts that the success of a child’s education at school largely depends on how prepared he is for it.
Well-developed speech of children is one of the indicators of readiness for school. Psychologists say: “The native language can be considered the central subject in primary school, since it “penetrates” all other subjects, generalizes and combines their results. Essentially, speech is the basis on which all educational activities are built.
Correct speech is one of the indicators of a child’s readiness to learn at school, the key to successful development of literacy and reading: written speech is formed on the basis of oral speech, and children suffering from general speech underdevelopment especially need to develop readiness to learn to read and write.
The basis in the process of teaching literacy is the formation in preschoolers of a general orientation in the sound system of the language, teaching them the sound analysis of a word, that is, determining the order of sounds in a word.
At the first stage, we introduce children to the concepts of “word”, “sound”, teach them to isolate individual sounds, select words with a certain sound, name the position of a sound in a word, etc. This kind of training involves children in interesting activities.
We introduce children to vowel and consonant sounds. They learn that consonants are hard and soft, learn to differentiate them, and master the action of sound analysis.
In addition to tasks aimed at developing speech in literacy classes, we provide tasks for developing the function of language analysis and synthesis. Thanks to the specifics of childhood, all this is easier to assimilate within the framework of a fairy tale, travel, adventure, or game.
In creating the prerequisites for children to learn to read and write, we use a variety of techniques for working on sentences that correspond to the basic rule - from simple to complex. At the initial stage, these are answers to asked questions based on pictures.
Then we complicate the tasks and ask the children to make a sentence based on a set of words or key words. For children with a higher level of speech development, we offer tasks to restore the deformed text of a sentence.
When getting to know the letter that means the sound being studied, we usually start with what this or that letter looks like.
The next type we use in working with children is printing letters in notebooks, then syllables. In our classes, several analyzers are used at once - visual, auditory, speech motor, and we also develop the hands, thereby forming the motor skill of typing letters. And the more analyzers we use to familiarize ourselves with new material, the easier, faster and more firmly our students learn it.
At the last 3rd stage of working with children on learning to read and write, we recreate the sound forms of syllables and words based on their graphic representation. Here we reinforce with the children the reading method worked out at the previous stage. At this stage, children gradually become familiar with consonant letters, first master syllabic, then smooth reading within the entire alphabet. It was also important that children learn the principle of reading.
Vocabulary dictations are important. Children write words under dictation; they will miss less vowel sounds. We need to teach them to slowly draw out these words so that the children write correctly. A little later, give the children dictations consisting of short sentences, and then draw the children’s attention to the fact that “small” words and words are written separately, that a period is placed at the end of the sentence, and the first word of the next sentence is written with a capital letter.
Reading is of great importance for automating the delivered sounds. While reading, children “see” the sound that they need to pronounce correctly, and automation occurs much faster. Preventive work should be carried out in classes to prepare children for dictations. The words that are included in the dictation must first be analyzed orally, and then written down on the board. The same words are included in the dictation.
Thus, systematic work on a program for teaching children literacy will help children and parents avoid learning difficulties at school and the problems of dysgraphia and dyslexia in the process of work will be reduced.
Co-simulation
– What do you think, is literacy training necessary in kindergarten? Parents share their opinions, there is a joint discussion
Dear parents, I will show you some techniques for creating the prerequisites for teaching literacy to children of senior preschool age.
Conducting a simulation game
Today we will be in the place of the children.
And now, dear parents, I suggest you take the position of a child and remember the basics of literacy.
Guys, let's join hands and try to find the “hidden” words in this table. (words: willow, pine, poplar, maple, linden, bird cherry). .
Game "Hidden Words"
What do you know about the word? (the word matters).
The word is encrypted here. Guess this word.
What is this word? (tree)
Look, we have a magic screen and we write down one of the names of the trees there. (The word linden in the system operator).
How many syllables are in the word "linden"? (2)
How did you guess? (Rule: The number of vowels in a word equals the number of syllables.)
Name the vowel sounds in the word "linden". (and, a).
How can you check? (clap).
What other sounds do you know? (consonants. They are hard and soft. Voiceless and voiced.)
How do you distinguish them? (vowels can be sung and drawn out).
Guys, let's get up and play the game "World of Sounds" (vowels and consonants). Participants squat for consonant sounds, and stand and wave their arms for vowels.
What attentive children we have, well done.
Now pay attention to this word. Try to give a sound analysis of the word linden.
The entire parsing is filled into the system statement.
You did a good job.
"Dreamers"
The words are written on the board. Participants read them independently.
Connect these words according to their meaning.
Children make up sentences.
What have you come up with now? (offer).
What is a proposal? (a sentence is words that are related to each other in meaning).
How many words are there in your sentence? (4).
Name the first, second, small word.
Let's try and make a diagram of this proposal.
Fill in the system statement.
Guys, what sounds can you hear in a forest or park? Let's draw them. Phonetic rhythm (sounds S-Sb; Z; Sh; R-Rb; Zh).
Look, what is this? Yes, let's try to solve these puzzles.
Words: gap, sorrel, swing.
Well done, look how beautiful the Christmas tree is.
Let's write a short fairy tale about a spruce. I'll start, and you help me.
A Christmas tree grew in the forest. She had three girlfriends. Who are they?
Guess for yourself: these are deciduous trees whose names have three syllables.
BIRCH ASPEN ROWAN
You and I have composed sentences that are interconnected in meaning. What did we get? (text)
As we work, we fill in the system statement.
- Let's look at our magic screen. Before, when people could not write or read, how did they communicate? (drew)
We place a picture of a tree (linden) into the system operator's past.
What does the drawing consist of? (from characters)
What did you draw on before? (on walls, in caves, on papyrus, on tablets)
Nowadays what do we use most often? (electronic version) – This will be the future of the system operator.
What does the electronic form consist of? (set of letters)
What do we type these letters with? (computer)
So we filled out all the windows of our system operator, we remembered the stages of mastering literacy.
1.1 Prerequisites for learning to read and write in normal development
A number of fundamental and comprehensive studies are devoted to the study of reading and writing and preparing children to master literacy. Analyzing these issues from the perspective of different sciences, scientists identify the psychophysiological components necessary for mastering written speech, which are “prerequisites for mastering writing” (R.E. Levina, 1961; I.N. Sadovnikova, 1995; E.A. Loginova, 2004; E. L.N. Rossiyskaya, 2005), “prerequisites for the opportunity to begin teaching children to read and write” (L.F. Spirova, R.I. Shuifer, 1962), “prerequisites for mastering school skills” (D.N. Isaev, 2003) and etc.
Thus, for the normal course of the reading and writing processes, the safety and full functioning of the central and peripheral sections of the analyzing systems, their coordinated work is necessary (B.G. Ananyev, A.R. Luria, L.S. Tsvetkova, etc.); good state of visual and motor functions (E.V. Guryanov, M.M. Bezrukikh, S.P. Efimova, E.V. Novikova, N.V. Novotortseva, etc.); awareness of one’s own speech and mastery of it (L.S. Vygotsky, K.D. Ushinsky, M.E. Khvattsev, R.E. Levina, D.B. Elkonin, R.I. Lalaeva, etc.); a sufficient level of formation of attention, memory, thinking, various mental operations (L.S. Vygotsky, R.E. Levina, L.I. Aidarova, N.N. Algazina, I.V. Prishchepova, etc.), emotional and personal child maturity (L.S. Vygotsky, V.V. Kholmovskaya, I.A. Domashenko, V.S. Mukhina, M.I. Lisina, etc.).
The listed psychophysiological components are necessary prerequisites for readiness to master written language, and a failure in their formation can cause difficulties in mastering reading and writing.
For successful literacy learning, a child must have the basic prerequisites in place as early as preschool age, which will help them correctly master reading and writing skills.
Successful education of a child at school can be carried out on the basis of a certain level of preschool readiness, which involves the formation of physical, mental and moral qualities in children, general psychological and special preparation. To study at school, a sufficiently high level of general development of the child is required, the presence of appropriate motives for learning, mental activity, curiosity, sufficient voluntariness, controllability of behavior, etc. And of course, he must be ready to master academic subjects. Thus, in order to successfully master a school course in their native language, a child must have a significant vocabulary and a fairly well-developed grammatical structure of speech. In addition, the improvement of dialogic and monologue (connected) speech, practical mastery of various means of expressiveness of language are possible only on the basis of the child’s awareness of linguistic reality, elementary practical observations and generalizations in the field of his native language, as well as on the basis of the attitude towards the speech of another person as regulating his activity .
In children of senior preschool age, speech development reaches a high level. A significant vocabulary is accumulated, the proportion of simple common and complex sentences increases.
The vocabulary of a child of senior preschool age must be at least 2000 words. It should contain all the main parts of speech: nouns, verbs, adjectives, numerals, pronouns, adverbs, prepositions, coordinating and subordinating conjunctions. Generalizing words should also be present in the child’s dictionary.
Children develop a critical attitude towards grammatical errors and the ability to control their speech.
A.N. Gvozdev characterizes the preschool period (from three to seven years) as a period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations. During this period, the previously mixed unambiguous morphological elements are differentiated into separate types of declensions and conjugations. At the same time, all single, stand-alone forms are assimilated to a greater extent.
The intensive acquisition of the native language in preschool age, which consists of mastering its entire morphological system, is associated with the child’s extreme activity in relation to language, expressed, in particular, in diverse word formations and word changes made by the child himself by analogy with already acquired forms. The maturity of grammatical systems for an older preschooler is expressed in the child’s mastery, on a purely practical level, of the patterns of inflection and word formation existing in the language. A child with normally developing speech usually masters the grammatical system of inflection by the age of 4, while the system of word formation only by the age of 7 - 8. These periods are quite arbitrary.
It has been established that during preschool age the number of relations expressed by each case increases significantly. Progress lies in the fact that in speech, with the help of case forms, more and more new types of objective relations are expressed in various ways. In older preschoolers, time relations, for example, begin to be expressed by the forms of the genitive and dative case. Case forms at this age are formed entirely according to one of the types of declension. They are already completely oriented towards endings in the nominative case and, depending on how they pronounce it, they produce forms - according to the first or second type. If the unstressed ending was perceived and pronounced by them as “a,” they used endings of the first declension in all cases. If they accepted the endings with a reduced “o”, then they reproduced the endings of the 2nd declension in all cases. Thus, by the beginning of school age, the child has a clearly expressed orientation towards the sound form of nouns, which contributes to the assimilation of the morphological system of the native language. The child’s mastery of grammar is also expressed in mastering the composition of speech. In older preschool age, a relatively small number of children cope with the task of isolating individual words from a sentence. This skill is developed slowly, but the use of special training techniques helps to significantly advance this process.
By the beginning of school age, the child has already mastered the complex system of grammar to such an extent, including the most subtle patterns of syntactic and morphological order operating in the language, that the acquired language becomes truly native to him.
As for the development of the sound side of speech, by the end of preschool age the child correctly hears each phoneme of the language, does not confuse it with other phonemes, and masters their pronunciation. However, this is not yet enough for the transition to literacy training. Almost all psychologists and methodologists who have dealt with these issues unanimously emphasize that for this it is very important to have a clear understanding of the sound composition of the language (words) and be able to analyze it. The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds a word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy training. Learning to read and write is the most important stage in the development of awareness of the sound side of language.
In preschool age, a child reaches a level of language acquisition when language becomes not only a full-fledged means of communication and cognition, but also a subject of conscious study. This new period of knowledge of linguistic reality by D.B. Elkonin called it a period of grammatical language development.
Psychologists (D.B. Elkonin, A.N. Gvozdev, L.S. Vygotsky, etc.) and methodologists (O.S. Ushakova, O.M. Dyachenko, T.V. Lavrentieva, A.M. Borodich, M. M. Alekseeva, V. I. Yashina, etc.) highlight the following features of the development of prerequisites for teaching literacy to older preschoolers. Children of this age are able to clearly pronounce difficult sounds: hissing, whistling, sonorant. By differentiating them in speech, they consolidate them in pronunciation. Clear speech becomes the norm for a five-year-old preschooler in everyday life, and not just during special classes with him. Children improve their auditory perception and develop phonemic hearing. Children can distinguish between certain groups of sounds, and select words from a group of words and phrases that contain given sounds.
Thus, the necessary prerequisites for teaching literacy to a preschooler, namely formed phonemic perception, correct pronunciation of all sounds of the native language, as well as the presence of basic sound analysis skills, are formed by the end of senior preschool age in children without speech impairments. By the end of the senior preschool age period, the child reaches a fairly high level of speech development. He correctly pronounces all sounds, clearly and distinctly reproduces words, has the vocabulary necessary for free communication, correctly uses many grammatical forms and categories, speaks coherently based on constant enrichment of vocabulary and systematic work on the grammatical structure of the language.
Observation, artistic vision of the surrounding reality, design, creative thinking. Making specific crafts should not be an end in itself, but should serve as a means of developing students’ creative abilities. During group work, children make crafts from various materials: paper, fabric, wire, waste material. For example, while working with paper...
Outside of school - on the other. A social work specialist carries out his activities in accordance with certain stages. The following stages are identified in the technology of social work with mentally retarded children. 1. Identification of children with mental development disorders. The purpose of this stage is to create a database for targeted work. Information about such children may be received...
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A number of fundamental and comprehensive studies are devoted to the study of reading and writing and preparing children to master literacy. Analyzing these issues from the perspective of different sciences, scientists identify the psychophysiological components necessary for mastering written speech, which are “prerequisites for mastering writing” (R.E. Levina, 1961; I.N. Sadovnikova, 1995; E.A. Loginova, 2004; E. L.N. Rossiyskaya, 2005), “prerequisites for the opportunity to begin teaching children to read and write” (L.F. Spirova, R.I. Shuifer, 1962), “prerequisites for mastering school skills” (D.N. Isaev, 2003) and etc.
Thus, for the normal course of the reading and writing processes, the safety and full functioning of the central and peripheral sections of the analyzing systems, their coordinated work is necessary (B.G. Ananyev, A.R. Luria, L.S. Tsvetkova, etc.); good state of visual and motor functions (E.V. Guryanov, M.M. Bezrukikh, S.P. Efimova, E.V. Novikova, N.V. Novotortseva, etc.); awareness of one’s own speech and mastery of it (L.S. Vygotsky, K.D. Ushinsky, M.E. Khvattsev, R.E. Levina, D.B. Elkonin, R.I. Lalaeva, etc.); a sufficient level of formation of attention, memory, thinking, various mental operations (L.S. Vygotsky, R.E. Levina, L.I. Aidarova, N.N. Algazina, I.V. Prishchepova, etc.), emotional and personal child maturity (L.S. Vygotsky, V.V. Kholmovskaya, I.A. Domashenko, V.S. Mukhina, M.I. Lisina, etc.).
The listed psychophysiological components are necessary prerequisites for readiness to master written language, and a failure in their formation can cause difficulties in mastering reading and writing.
For successful literacy learning, a child must have the basic prerequisites in place as early as preschool age, which will help them correctly master reading and writing skills.
Successful education of a child at school can be carried out on the basis of a certain level of preschool readiness, which involves the formation of physical, mental and moral qualities in children, general psychological and special preparation. To study at school, a sufficiently high level of general development of the child is required, the presence of appropriate motives for learning, mental activity, curiosity, sufficient voluntariness, controllability of behavior, etc. And of course, he must be ready to master academic subjects. Thus, in order to successfully master a school course in their native language, a child must have a significant vocabulary and a fairly well-developed grammatical structure of speech. In addition, the improvement of dialogic and monologue (connected) speech, practical mastery of various means of expressiveness of language are possible only on the basis of the child’s awareness of linguistic reality, elementary practical observations and generalizations in the field of his native language, as well as on the basis of the attitude towards the speech of another person as regulating his activity .
In children of senior preschool age, speech development reaches a high level. A significant vocabulary is accumulated, the proportion of simple common and complex sentences increases.
The vocabulary of a child of senior preschool age must be at least 2000 words. It should contain all the main parts of speech: nouns, verbs, adjectives, numerals, pronouns, adverbs, prepositions, coordinating and subordinating conjunctions. Generalizing words should also be present in the child’s dictionary.
Children develop a critical attitude towards grammatical errors and the ability to control their speech.
A.N. Gvozdev characterizes the preschool period (from three to seven years) as a period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations. During this period, the previously mixed unambiguous morphological elements are differentiated into separate types of declensions and conjugations. At the same time, all single, stand-alone forms are assimilated to a greater extent.
The intensive acquisition of the native language in preschool age, which consists of mastering its entire morphological system, is associated with the child’s extreme activity in relation to language, expressed, in particular, in diverse word formations and word changes made by the child himself by analogy with already acquired forms. The maturity of grammatical systems for an older preschooler is expressed in the child’s mastery, on a purely practical level, of the patterns of inflection and word formation existing in the language. A child with normally developing speech usually masters the grammatical system of inflection by the age of 4, while the system of word formation only by the age of 7 - 8. These periods are quite arbitrary.
Prerequisites for learning to read and write
In elementary school, some parents are surprised to learn that their child has a specific problem; he cannot write almost a single word without errors. According to the Ministry of Education, the number of children with dysgraphia is growing steadily.
The results of examinations of children at the city PMPK, by a speech therapist at a preschool educational institution, showed that the main cause of dysgraphia is the immaturity of the phonetic-phonemic aspect of the child’s speech.
This is an obstacle to the child achieving the targets of preschool education and necessitates the creation of certain conditions for children with speech disorders.
Therefore, there was a need to create a system of correctional and developmental work,the purpose of which is:formation of phonetic-phonemic processes in preschool children with speech impairment. ABOUTthe tasks to solve it are defined.
The work experience was based on the theoretical and methodological principles of leading scientists L.S. Vygotsky, T.B. Filicheva, G.V. Chirkina.
A work program for a speech therapist teacher has been developed, in which the continuity of preschool and primary general education is observed. The program is an annex to the Adapted Basic Educational Program of Kindergarten for Children with Severe Speech Impairments.
The content of work under the Program includes: the development of phonemic perception, the formation of skills in sound analysis and synthesis, familiarization with the concepts of “sound”, “syllable”, “word”, “sentence”.
To help children master abstract concepts, we have selected a variety of games and exercises, through which the child simultaneously learns and plays in a playful way.
All games are systematized and classified into sections, which makes it easier to organize activities with children from simple to complex. The speech activity of pupils is supported with the help of visual, entertaining material.
The central place in working with a child is occupied by the “Zvukarik” workbook we developed. The notebook contains games and tasks with which the child gets acquainted with the sounds of the Russian language, learns to analyze them, divide words into syllables, print letters and perform shading exercises. The volume of exercises depends on the individual typological characteristics of the child. The child can complete these tasks either with the help of an adult or independently.
The speech therapist is the coordinator of the interaction of all subjects of pedagogical relations. The cooperation of all participants in the educational process and social partners plays an important role in the work.
In each correctional group, speech centers are opened whose activities help consolidate the skills developed in the child by a speech therapist. The centers are equipped with a carpet with a playing field, syllable tables, illustrated and handout materials.
The main mechanism for psychological and pedagogical support for children with speech impairments is the psychological, medical and pedagogical consultation. At meetings during which individual educational routes for children are developed, additions and adjustments are made to the Program if necessary.
To attract parents, a parent club “Govorusha” was organized. At club meetings, games and exercises are offered that parents can play with their children at home, thereby prolonging the work of the speech therapist teacher.
Work on developing the prerequisites for literacy is carried out in close cooperation with teachers from schools in the microdistrict. A speech therapist teacher takes part in the implementation of the “Preschooler’s School” program. This form makes it possible to timely identify children with dysgraphia and provide conditions for teachers to master specific techniques for overcoming it.
Monitoring the development of phonetic-phonemic processes in children with speech disorders allows us to evaluate the effectiveness of correctional and developmental work. Monitoring was developed by a speech therapist teacher,his data confirm that most children have the prerequisites for literacy.
An analysis of the written work of first-graders and feedback from their teachers showed that 86% of graduates of speech therapy groups in the 2016 academic year did not encounter specific reading and writing disorders during their studies.
In addition, work in this direction has produced the following positive effects: the majority of parents became direct participants and positively evaluate the result of correctional and developmental work on the formation of the phonetic-phonemic aspect of speech.
Teachers use the methodological and educational materials we have developed in their work with children.
Thus, the integrity, complexity, and continuity of the development of the phonetic-phonemic side of a child’s speech in preschool educational institutions and primary schools determines the novelty of the work experience of a speech therapist teacher.
As studies by a number of scientists (S.N. Shakhovskaya, L.G. Paramonova, etc.), as well as observations of practicing speech therapists, show, in recent years there has been a persistent process of increasing the number of children suffering from various speech disorders. Because imperfections in oral speech tend to become fixed in the form of specific errors in reading and writing. According to a number of scientists (R.M. Boskis, R.E. Levina, F.A. Rau, M.E. Khvattsev), a consequence of the increasing frequency of oral speech pathologies is an increase in the incidence of dysgraphia and dyslexia, which today represent the most common forms of speech disorders in younger schoolchildren.
Learning to read and write is a complex process that requires the development of various skills and affects many areas of mental activity related to the functioning of the brain, organs of vision, hearing, speech apparatus and body muscles.
In order to learn to read and write, a child must have well-developed hearing, i.e. hear and distinguish environmental sounds and human voices. In addition, the child must certainly have well-developed phonemic awareness, which allows you to recognize speech sounds, determine their number and sequence in words, compose a word from these sounds, and select words starting with a certain sound.
Formation visual-spatial representations- a necessary condition for a child to learn to read and write. Distinguishing letters is quite a difficult task for a preschooler, and he needs to learn simpler concepts first.
By the time a child enters school, he or she must:
- Distinguish geometric shapes by shape and size
- Know the names of primary colors and their shades
- Understand and correctly use words that are used to indicate the spatial arrangement of objects and objects: high - low, far - close, in front - behind, left - right
- Have a good understanding of your own body diagram
- Be able to assemble a picture from 6-8 parts
- Find differences in pairs of pictures that do not match in detail
- Easily copy simple geometric shapes and letters
In addition, the technical side of the writing process is impossible without a well-developed fine motor skills and grapho-motor skills.
And of course, it is necessary that the child has well-developed oral speech. This:
- Rich vocabulary , ensuring a good understanding of the interlocutor’s speech and the ability to correctly express one’s thoughts.
- Grammatically correct speech – the ability to correctly coordinate words with each other in a sentence, correctly using case endings, gender and number indicators, prepositions, etc.
- Correct sound pronunciation , since errors in pronunciation will automatically be transferred by the child to reading and writing.
Thus, the main prerequisites for successful literacy acquisition, which must be formed in a child by the age of six, are the following:
1. Development of the child’s auditory function, which includes the development of phonemic hearing.
2. Development of visual-spatial concepts.
3. Development of grapho-motor skills.
4. Development of all aspects of oral speech (sound pronunciation, vocabulary, grammar, coherent speech)