Recommendations for teachers if the child skips letters. Child swaps syllables

How to help a child with dysgraphia

With dysgraphia, the child, oddly enough, knows the rules of the Russian language very well, but when he writes, he cannot apply them. Paradox. How is this possible?

Let's see what a child needs to do towrite without errors ?

1. First, isolate the desired sound from the word.

2. Then remember what letter this sound is denoted by.

3. Then imagine how this letter looks like, how its elements are arranged in space.

4. After that, the brain "gives a command" to the hand, which performs the correct movements with a ballpoint pen.

5. In parallel, the student must remember what rule needs to be applied at this moment in writing.

As you can see, writing is a complex process in which the entire brain is involved. If at some stage there is a hindrance, the process is interrupted, the child begins to write with errors.

We must teach the brain to write, and the child's brain must be ready for this learning!!!

How do you know if a child has dysgraphia?

Or is he just not familiar with the rules?

Let's look at the student's notebook. O say the following types of errors:

1. Errors in stressed syllables, for example, "kindness" instead of "joy".

2. Skipping letters.

3. Not writing words and letters. For example, "staka ..." instead of "stakaN"

4. Permutation of syllables. For example, "apple" instead of "apple".

5. Repetition of the same letter. For example, "MagaziM" instead of "shop".

6. The letters "b", "c", "e", "h", the numbers "4", "3", "5" are turned in the other direction (mirror letter).

7. Forgetting and skipping rare letters ("b" and "e").

And finally, the "sloppiness" in the notebook:

8. The child "does not notice" the field and continues to write to the very edge of the notebook.

9. "Moves out" from the lines to the end of the sentence.

10. Transfers words at random

11. Often does not make spaces between words.

12. Does not notice the end of the sentence, does not put a full stop, and continues to write the next one with a small letter.

How can you help a child with dysgraphia?

Here are some games and exercises that speech therapists use and whichParents can play at home with their children:

1. Ifchild misses letters - Exercise "Magic dictation".

You are reading a sentence or part of it (3-4 words). The child taps the syllables: ma-ma we-la ra-mu to catch the rhythm of the sentence. After that, he writes this rhythm in the form of a dotted line, where instead of syllables there are dashes. The next step: write down each word in the form of dots, according to the number of letters in the word.

2. Ifthe child does not complete the ending - Exercise "Image of the word"

Say the word and ask the child to name a word that begins with the penultimate letter of your word. Or a third from the end. Or to the letter that needs to be remembered in the dictionary word: for example, in the word ship - to the second letter. Words can be selected on one topic, for example, animals, plants - this will be a good training in classification.

3. Ifchild makes mistakes in dictionary words - Exercise "Funny cartoon".

We give the child a task: mentally compose a very funny cartoon in which the objects that you name will appear in order. The child closes his eyes, and you begin to dictate dictionary words, pronouncing very clearly all unstressed vowels, unpronounceable consonants and other complex cases: ship, cow, ladder, basket ...

He links them in his head into some kind of funny story, then opens his eyes and tells his cartoon. You are responsive.

After that, the child must, remembering the plot invented by him, write all these words.

Then - a self-test: you give him the sample according to which you dictated, and offer to check whether he wrote correctly.

If there are mistakes, the next task: draw the word in which the mistake was made so that it is clear what the difficulty is in this word (for example, we were drawn a cow on a bicycle or a cow with huge round eyes in the form of two letters O; station with a capital letter K; stairs with the letter T).

4. Ifthe child does not remember the rules of the Russian language - Exercise "Encryption".

The alphabet is written on the board, each letter corresponds to some image: a square, a triangle, a dancing man, etc. We need to write a note to a friend so that at least one word contains the rule that we are practicing.

For example, the alternation of ber-beer. The entire text of the note is encrypted, except for these three letters BER or BIR. The friend must understand what was written to him and respond in the same way.

5. Ifthe child does not apply the rules when writing - Exercise "Zoo".

Everyone sits in a circle, preferably on a carpet. Everyone chooses an animal and symbol: for example, a lynx depicts ears with tassels with its hands, a sparrow waves its elbows-wings ... Everyone demonstrates their movements, the rest try to remember.

The one who starts the game makes his move, then the move of one of the participants. He must catch it, repeat his movement and again make the movement of one of the participants. The pace is gradually picking up. Anyone who makes a mistake works out a phantom: publicly sings, dances, reads poetry, etc. This is also useful for liberation, overcoming fear of the audience.

ADVICE FOR PARENTS

§ Let the child play enough in preschool.Research results show that out of 100% of children with problems in the Russian language, 95% do not know how to play role-playing games, do not know the rules of even the most famous children's amusements, such as hide and seek and tag. In games, you need to follow the rules, so the baby learns to arbitrarily regulate his actions and behavior. But it is precisely arbitrary regulation that underlies literate writing.

§ Take your child for a walk. During walks, the brain is saturated with oxygen, its performance improves. Which is also very useful for successful learning.

§ Give the child to the sports section or dance. Sport perfectly teaches voluntary regulation, develops motor skills, develops attention and reaction speed. And deep breathing during training saturates the subcortex with oxygen.

§ Playing music, in particular playing the piano, develops motor skills of the hands and improves the interaction of both hemispheres of the brain.

§ After school, massage your child's neck and occipital region more often.

All this in combination and separately will be reflected in the best way in writing and overall school performance.

Where does reading live?

Many parents begin to prepare their child for school gradually. They see their main task in teaching their daughter or son to read.

And some put a super task -teach a child to read as early as possible, it would be good at four years, at five years.

Why is reading fun for some children and hard work for others?

What causes a child to resist reading? Is he acting like this out of sheer stubbornness?

It is known that the child avoids those activities and activities in which he experiences difficulties and does not achieve good results. This is quite normal and may have special meaning for holistic child development.

Something inside the child does not allow him to easily cope with reading.

Mental capacity? Will? Character? Upbringing?

Or maybe you need to dive into the brain?

Indeed, in the early stages of development, it is he who determines the real possibilities of the child. Later, individual experience, acquired skills, motivation, volitional qualities, and personality traits begin to play a large role in the achievements of children.

What does a child need to learn to read?

Parents often think that for this it is enough to learn the letters.

But some children already know the letters at the age of two and a half, but these icons carry more visual information for them than sound information - they are just drawings that have certain names. The child will easily find the letter "B" on the cover of the book, but he will not recognize the sound [b] in the word "barrel".

Small child, hearing and pronouncing words, perceives them as an undifferentiated sound complex, which can combine even several words (for example, "unclesash").

Parents often notice that the child does not pronounce sounds well, skips them, distorts words.

Few people think that this is how he hears - his phonemic hearing is not yet sufficiently developed. (For example, you say “cottage”, and the child repeats: “acha”. At first, he still does not isolate the sound D).

At the initial stages of learning, the child needs to hear the words he reads. The first step in mastering reading is reading aloud.

Is your child reading the slowest in the class?

How to help him?

Here are a few symptoms that will indicate that a child may or may not have difficulty reading. Symptoms and signs are arranged in random order, without taking into account the frequency of occurrence.

1. Does not like to play with sounds and rhymes.

2. Does not pronounce correctly or confuse sounds in pronunciation.

3. Experiences difficulties in sound-letter and syllabic analysis.

4. Has difficulty remembering letters, numbers, days of the week, dates, etc.

5. Skips parts of words while reading and tries to guess word endings. Can skip whole words.

8. Has no interest in what adults read to him.

9. Holds a book too close to the eyes.

10. Mows a little.

11. Often rubs eyes.

12. Covers or closes one eye when reading.

13. Turns head, thus blocking the work of one eye.

14. Writes letters and words backwards.

15. Tries to avoid reading and homework.

16. Poor writing and poor handwriting.

17. Has difficulty remembering, identifying and reproducing basic geometric shapes.

18. Gets tired quickly.

19. Does homework much longer.

There are several factors that can slow down reading speed.

- Possibilities of the articulatory apparatus (difficulties in pronunciation and difficulties in articulatory motor skills).

- Underdevelopment of sound and syllabic analysis skills. In this case, the help of a speech therapist is needed.

- Violation of visual and spatial perception (especially in left-handed children) - the child stubbornly confuses certain letters, does not remember letters well.

- Visual impairment - often adults do not know about it. Consult your child with an ophthalmologist to rule out this factor.

- Narrow field of vision - for readers, there is a widening field of vision, so there is no need to stop to look at another word or line. Conversely, people who pay little attention to reading do not develop the ability to see a whole line, but can make out just a few words.

-Regressions. These are return movements of the eyes with the aim of re-reading what has already been read. When the meaning of the read sentence remains unclear, we return to the phrase again. But the return movements of the eyes do not always fall where the hitch occurred. When reading slowly, regressions are quite common. And frequent return eye movements affect the speed of reading.

Additional factors that affect speed are the reader's vocabulary. The lower the vocabulary, the more words are not clear in the text, and in order to catch the meaning it is necessary to unravel as much as possible more values words.

Reading speed may depend on the child's interest in the material. Do not load him with complex, age-appropriate literature.

Immaturity nervous system, increased fatigue, not formed attention. In this case, one must understand that at present he cannot read faster, the reading speed will increase along with the maturation and strengthening of the child's nervous system.

Types of difficulties in learning to read and their possible the reasons

How to help?

A person remembers not what is constantly before his eyes, but what flickers. To master some skills, not long exercises, but short ones, will be more effective. And the more often they are held, the better.

Reading needs to be controlled and listened to, to correct mistakes. Try to interest the child in the meaning of unfamiliar words.

Reading Development slows down due to weak RAM. After reading three or four words, the child forgets the first and cannot understand the meaning of the sentence. Develop your child's working memory with special exercises.

Don't avoid tasks for visual concentration, attention and memory(ex. “Find the difference?”, “What is missing?”, “What has changed?”). Often solve crossword puzzles, charades with him.

—Expand your child's peripheral vision, which will help increase the amount of visible text, and, consequently, speed up the reading process (Schulte tables

If the child has a problem in the difficulties of articulating sounds, then be sure to spend before reading articulation gymnastics, to warm up the vocal apparatus.

Use reception of parallel reading. Read slowly, then quickly. The child, reading after you, will increase the speed of reading.

—No need to check slow reading child on reading speed. The child may develop a neurosis, and in the future, a refusal to read. Maybe for a student without problems, this is all and does not matter. Therefore, if you want to test for reading speed, then make it as inconspicuous as possible for your child.

—Praise your child for every success he must feel that he is succeeding . Criticize as little as possible.

I wish you success!

speech therapist

Grechikhina Nadezhda Alexandrovna

What you are describing is called optical dyslexia. But, apparently, there are still violations, a more confidential and detailed conversation is needed, the girl herself is needed, to see what and how. This is not fatal, but, as you can see, it causes problems in learning, and will develop into dysgraphia. Children with dysgraphia have a lack of formation of many higher mental functions: visual analysis and synthesis, spatial representations, auditory-pronunciation differentiation of speech sounds, phonemic, syllabic analysis and synthesis, division of sentences into words, lexical and grammatical structure of speech, memory disorders, attention. Optical dysgraphia is associated with underdevelopment of the analysis and synthesis of the word, spatial representations and is manifested in the substitutions and distortions of letters in writing. Most often, graphically similar handwritten letters are replaced: consisting of the same elements, but differently located in space (etc.). With a targeted corrective and speech therapy impact, the symptoms of dysgraphia gradually smooth out. The work is carried out in the following directions: 1. Development of visual perception, recognition of color, shape and size (visual gnosis). 2. Expansion and refinement of visual memory. 3. Formation of spatial representations. 4. Development of visual analysis and synthesis. In order to develop object visual gnosis, the following tasks are recommended: name contour images of objects, crossed out contour images, highlight contour images superimposed on each other. In the process of developing visual gnosis, tasks should be given to recognize letters (letter gnosis). For example: find a letter among a number of other letters, match letters made in printed and handwritten font; name or write letters crossed out with additional lines; identify letters that are incorrectly located; circle the contours of the letters; add the missing element; select the letters superimposed on each other. When eliminating optical dysgraphia, work is carried out to clarify the ideas of children about the shape, color, size. The teacher exposes figures (circle, oval, square, rectangle, triangle, rhombus, semicircle), different in color and size, and invites children to pick up figures of the same color, the same shape and size, the same color and shape, different in shape and color. You can offer tasks for correlating the shape of figures and real objects (a circle is a watermelon, an oval is a melon, a triangle is the roof of a house, a semicircle is a month), as well as the colors of figures and real objects. For the development of visual memory, the following types of work are used: 1. The game "What's gone?". 5-6 objects, pictures are laid out on the table, which children must remember. Then one of them is removed imperceptibly. Children name what is gone. 2. Children memorize 4-6 pictures, then select them among other 8-10 pictures. 3. Memorize letters, numbers or shapes (3-5) and then choose them among others. 4. The game "What has changed?" The teacher lays out 4-6 pictures, the children remember the sequence of their location. Then the speech therapist imperceptibly changes their location. Students must say what has changed and restore their original location. 5. Arrange letters, figures, numbers in the original sequence. When eliminating optical dysgraphia, it is necessary to pay attention to the work on the formation of spatial representations. Spatial orientations include two types of orientation, closely related to each other: orientation in one's own body and in the surrounding space. Initially fixed speech designation right hand and then left. Orientation of children in the surrounding space also develops in a certain sequence. Initially, the child determines the position of objects (right or left) only when they are located on the side, that is, closer to the right or left hand. At the same time, the distinction of directions is accompanied by prolonged reactions of the hands and eyes to the right or left. In the future, when speech designations are fixed, these movements are inhibited. The development of orientation in the surrounding space is carried out in the following sequence: 1. Determination of the spatial arrangement of objects in relation to the child, that is, to himself. 2. Determination of the spatial relationships of objects located on the side: "Show which object is to your right, to your left", "Put the book to your right, to your left." If the child finds it difficult to complete this task, it is specified: on the right, this means closer to the right hand, and on the left - closer to the left hand. 3. Determination of spatial relationships between 2-3 objects or images. It is proposed to take a book with your right hand and put it near your right hand, take a notebook with your left hand and put it by your left hand and answer the question: “Where is the book, to the right or to the left of the notebook?”. In the future, tasks are performed according to the teacher's instructions: put a pencil to the right of the notebook, a pen to the left of the book; say where the pen is in relation to the book - on the right or left, where the pencil is in relation to the notebook - on the right or left. Then three subjects are given and tasks are offered: “Put the book in front of you, put a pencil to the left of it, a pen to the right”, etc. It is important to clarify the spatial arrangement of figures and letters. Children are offered cards with various figures and tasks for them: 1. Write letters to the right or left of the vertical line. 2. Put a circle, a square to the right of it, a dot to the left of the square. 3. Draw a point according to the speech instruction, below - a cross, to the right of the point - a circle. 4. Determine the right and left sides of objects, the spatial relationships of elements of graphic images and letters. At this stage, work is simultaneously carried out to develop a visual analysis of images and letters into their constituent elements, their synthesis, determination of similarities and differences between similar graphic images and letters. For example: 1. Find a figure, a letter in a series of similar ones. Rows of similar printed and handwritten letters are suggested (eg la, lm, hell, vr, vz). 2. Draw a figure or letter according to the model and after a short exposure. 3. Fold figures from sticks (according to the model, from memory). 4. Construct printed and handwritten letters from the presented elements of printed and handwritten letters. 5. Find a given figure among two images, one of which is adequate to the one presented, the second is a mirror image. 6. Show the correctly depicted letter among the correct and mirror images. 7. Complete the missing element of the figure or letter according to the idea. 8. Reconstruct a letter by adding an element: from A - L - D, K - F, 3 - C, D - B. 9. Reconstruct a letter by changing the spatial arrangement of the letter elements; for example: P - b, I - N, N - p, g - t. 10. Determine the difference between similar letters that differ in only one element: 3 - B, P - B. elements; but differently located in space: P - L, G - T, I - P, P - N. When eliminating optical dysgraphia, in parallel with the development of spatial representations, visual analysis and synthesis, work is also carried out on the speech designations of these relations: on the understanding and use of prepositional constructions, adverbs. An important place in the elimination of optical dyslexia and dysgraphia is occupied by work on the refinement and differentiation of optical images of mixed letters. For better assimilation, they are correlated with any similar objects with images: O with a hoop, 3 with a snake, F with a beetle, P with a crossbar, Y with ears, etc. Various riddles about letters are used, feeling relief letters and recognizing them, construction from elements, reconstruction, copying. Distinguishing mixed letters is carried out in the following sequence: differentiation of isolated letters, letters in syllables, words, sentences, text. Thus, the elimination of optical dyslexia and dysgraphia is carried out by methods aimed at the development of visual gnosis, mnesis, spatial representations and their speech designations, the development of visual analysis and synthesis. Much attention is paid to the comparison of mixed letters with the maximum use of various parsers. Conclusions and problems Violations writing in children are a common speech disorder with a diverse and complex pathogenesis. Correctional and developmental work is differentiated, taking into account the mechanism of the disorder, its symptoms, the structure of the defect, psychological features child. Until now, the psycholinguistic aspect of the correction of violations of written speech has not been sufficiently developed, which is a significant problem in improving the speech therapy impact. I can't help you further, unfortunately. And you don’t have a speech therapist ... Look at the tasks on the Internet on given topics, there are a lot of things. Download dysgraphia workbooks and keep practicing a little! Everything will work out!

When oral speech suffers, everything is clear, a speech therapist is required. When writing suffers, it takes ... what? Severe punishment for lack of diligence? Or "you just need to teach better," as liberal-minded parents say?

Sometimes it's better to teach. And sometimes - and teach, and a little bit to treat. And in general, you will have to turn to a speech therapist (yes, yes, and with written speech too) so that he can figure out if you need emergency speech therapy help. Some parents are very surprised when at school they are advised to check with a speech therapist. And they are even more surprised when a speech therapist advises to work out. And in no case should you use a belt and other medieval methods of influencing a person. Another speech therapist says the word - dysgraphia, which means a written language disorder.

Diagnosis of dysgraphia

By what signs can you guess that a child has dysgraphia? First of all - if he makes mistakes when writing ... let's say, strange ones. They are not related to the violation of grammatical rules. Under these errors it is impossible to pick up rules. Errors occur in completely innocent words, the spelling of which does not allow ambiguity.

Instead of "house" he writes "don" or "tom", instead of "for" he writes "dyal", instead of "cat" - "who", instead of "came" - "sat down", "squirrel" turns into "block" and so on Further. The child may not add words, insert extra letters or skip them.

One 11-year-old boy wrote during the examination: "The girl hid in the double." He was dictated the phrase: "The squirrel hid in a hollow." When asked how, they say, we write prepositions, the sufferer answered correctly - "separately." He knows the rule, but he cannot apply it in practice.

But this child is not bad, not stupid, he is very nice. It's just hard for him to write. Can only help special exercises and self-confidence.

Often dysgraphics have very poor handwriting - small or very large, illegible. It is difficult for a child to follow the line, the words drive into the fields, at each other, slide off the line or suddenly fly up above it, the word is free birds. Also, young dysgraphics do not finish the ending. They can write in a mirror way, turning the letters over, they can not add individual elements of the letter or add unnecessary ones.

When a child is just learning to write, he may still have such strange mistakes at the very beginning of learning, but they quickly disappear. A dysgraphic student is very slow in learning to write well. It seems that he is uncomfortable writing, he does not like to do it. And indeed it is. Often the student finds it scary the sheer volume of what needs to be learned, read, written. And when they are also scolded for failures, then their hands are completely lowered.

Treatment of dysgraphia

It is better not to try to deal with all the problems at once. You have to pick one and focus on it. For example, a child confuses b-p, d-t, and also confuses prepositions with prefixes. If you take on everything at once, the amount of work can be scary. But if you try to cope only with b-p, and then draw the attention of the schoolboy that, they say, there are fewer mistakes, then you can awaken enthusiasm. And then the struggle for universal literacy will go much more fun.

A speech therapist in a polyclinic will be able, upon a timely visit (at three years old, at five years old and before the school itself), to determine if there are any speech therapy problems that will then come back to haunt dysgraphia, if necessary, will advise special classes. A neuropsychologist and a neuropathologist can join the speech therapist.

Often at the reception I have to see very sad children. They frown when they are offered to write a dictation, they immediately admit that they "do not study well." Then, to cheer them up, I begin to remember different famous people who were also not friends with writing and reading. May be, modern child it will not be interesting to know that Sergei Rachmaninoff, Nikola Tesla, Albert Einstein, most likely, were also dysgraphics, but, I think, almost any boy will be touched by the information that the great Neo, the winner of the terrible agents of the Smiths from The Matrix, is also with difficulty coped in childhood with letters and words. Well, rather, the actor Keanu Reeves. I usually tell girls about Agatha Christie. Despite the fact that the creator of Poirot and Miss Marple studied poorly and wrote with errors, she became a famous writer. The main thing is to believe in yourself.

Briefly about the main

Dysgraphia is a specific and persistent violation of the writing process, due to deviations from the norm in the activities of those analyzers and mental processes that provide writing.

The disorder occurs in both children and adults. In children, damage or underdevelopment of the corresponding sections of the cortex is most often associated with the pathology of pregnancy or childbirth in the mother, injuries.

Symptoms: specific and repetitive writing errors not related to ignorance of grammatical rules. The peculiarity of these errors is as follows: they are allowed where the spelling of words does not seem to cause any difficulties.

Five types of dysgraphia

1. Articulatory-acoustic form of dysgraphia

The child writes as he hears. If all the sounds are not set for the school period, there may be problems with writing.

For example, a child replaces "r" with "l" in oral speech. And he writes instead of "rum" - "scrap", instead of "gunpowder" - "polok". Or, if the sound is completely absent in speech, it may even skip. For example, write "koshun" instead of "kite".

2. Acoustic form of dysgraphia

The child can pronounce all sounds clearly, but at the same time replaces letters denoting phonetically similar sounds. In writing, pairs are most often mixed letters d-t, b-p, w-w, v-f, g-k or s-w, s-f, ch-sch, ch-t, c-t, c-s.

3. Dysgraphia due to violations of language analysis and synthesis

Most often occurs in children suffering from writing disorders. With this form of dysgraphia, children skip letters and syllables, rearrange them, do not add words, write prepositions together or separate prefixes. Sometimes you can find such a violation as contamination: when syllables from different words occur in a word. For example, "crabs" are crab sticks.

4. Agrammatic dysgraphia

As the name implies, it is associated with the underdevelopment of the grammatical structure of speech. There are no grammar rules for such a child. Suffer agreement of nouns and adjectives, nouns and verbs ("Masha fled", "blue coat").

5. Optical dysgraphia

The elements that form the letters are not numerous: they are mainly sticks, circles, hooks... But they are combined in different ways in space, forming different letters. But for a child who has insufficiently formed visual-spatial representations, visual analysis and synthesis, it is difficult to catch the differences between the letters. Either he will add an extra stick to t, then he won’t add a hook to w.

If the child does not catch the subtle differences between the letters, then this will certainly lead to difficulties in mastering the outline of the letters and to an incorrect image of them in writing.

Forewarned - almost armed

It is better to prevent dysgraphia at an early age, without waiting until problems arise in the second or third grade, and the child develops an aversion to learning. You should look both at the child, closely observe the process of mastering written speech:

1. if the child attended speech therapy Kindergarten;
2. if there was a delay in 2-3 years speech development;
3. if the child has problems with memory and attention;
4. if the child lefty or a retrained left-hander;
5. if the child had a head injury;
6. if by the age of seven the violations of sound pronunciation have not been corrected.

Discussion

Good! All clear!. Tell me, is it possible to correct these violations at the age of 10 years? Just answer yes or no. No need to ask and ask questions, why didn’t you do it before and what else is it !!!

Hello Larisa111!
I really want your article, my son suffers from dysgraphia, at school they completely threw deuces and there is no gap in sight.

There are good notebooks and albums for dysgraphia correction
Publishing House "Litera", "GNOM I D", etc.
"For young wise men and clever women" O. Kholodova (Computer science, logic, mathematics - grade 1) are also very good aids for training spelling vigilance, phonemic hearing (dictations according to the training manual).

I can’t say that I “finished” with dysgraphia 100%, but there are successes. The letters are no longer confused. Errors usually appear due to haste, due to inattention. Now we are fighting for handwriting so that the letters are written quickly, but at the same time they remain understandable and more or less accurate. And in other subjects, you constantly need to further explain, "pull up", train spelling, solve problems and examples in a column ... Based on my experience (I'm just a mom, not an expert, experience is only my son with dysgraphia and books from the Internet) wrote an article, HOW we struggled with it, WHAT exercises did. Anyone interested?

To defeat dysgraphia, you need a lot of time, a lot of patience, exercises to train spelling vigilance and phonemic hearing.

Engage with the teacher additionally if the child is in the third grade, and in the fifth too. At home, write more little dictations and read more - this develops visual memory.

Sorry, I misjudged usefulness. I accidentally poked one apple, but I wanted 5. The article is useful, inspires hope.

And we studied with a speech therapist and knows the rules inside and out, But he can’t write. We are 13 years old, I don’t know what to do - tears ....

And if it's too late - and a child in the third grade skips syllables - go to a speech therapist again, what should children who are already schoolchildren do? any general recommendations? read more?

Comment on the article "Dysgraphia: when a child writes with errors"

Discussion

The youngest child in primary school was dyslexic. Until the 5th grade, they studied with a speech therapist who specialized in such problems (it cost a lot of money). In the 5th grade, I was tired of everything and we tried to live without specialized help, especially since the problems themselves were gone, illiteracy remained. It all ended with a triple in Russian. I took an additional Russian teacher from another school in the 6th grade. Now the child is in 10th grade. OGE is written for the maximum score. But he is still studying with the Russian teacher, now I am already thinking until the end of school and passing the exam.

P.S. We had a golden teacher in the beginning. Seeing that our problems are at the physiological level and we are struggling with it, she turned a blind eye to us (she approached the child during the dictation and suggested where the error was not grammatical, but on our problem). All tests in Russian at the end of the 4th grade were missed due to "illness", because seeing a huge number of questions the child fell into a stupor and could not write anything at all. In general, self-esteem in the beginning did not suffer, which was extremely important for me.

You need a speech pathologist.

Writes ... my God my God! It's not "bad", it's horrible! Error upon error, and the most elementary ones ... I can answer as the mother of a child who, by the middle of the 2nd grade, "suddenly" had a terrible dysgraphia. In the 1st grade, the child wrote very slowly, a letter for ...

Discussion

In Moscow, you can check for dyslexia / dysgraphia at the Institute of Correctional Pedagogy on Pogodinskaya Street

in such cases, I do not understand only one thing: how did you survive to the 3rd grade without any doubts and torments?
Dysgraphia - it's immediately and strong! It is clear that something is wrong.
And if the manifestations are a little bit, then this is a variant of the norm, IMHO, who is perfect and completely healthy? :)

If in the case, then, IMHO, to understand whether dysgraphia (specialists easily calculate "their own") and what kind. With acoustic, for example, it is just easier to write a language (even if with errors) than oral

Dysgraphia: when a child writes with errors. When a child is just learning to write, he may still have such strange mistakes at the very beginning of learning, but they quickly disappear. school for a child with dyslexia and mental retardation.

Discussion

Our son is in the sixth grade, everything is the same as yours, something to a greater extent, something to a lesser extent. I'm like a blind kitten, where to run? Where to find help? On medico-ped. The commission was persuaded at school, but whether it was an exit one, I was offered to take a certificate of aptitude, then they will give recommendations on a lightweight program. Collect your deuces and go to a psychiatrist .. I'm afraid to ruin my son's life ... We deal with a neuropsychologist and a defectologist, they are happy with him .... On the Internet I found a certain center for the correction of dyslexia and other dys-Maria Stulova. Have you tried? The worst thing for me is that my son has no desire to study, all school subjects through the tears of both of us ((the answer is I'm a fool, and I can't reverse it. And there is no desire to prove that you are not a camel ...

When treating a child with a cold, mothers may come across erroneous recommendations that not only do not help the baby recover, but sometimes even are dangerous for his health. We propose to consider the most common mistakes and misconceptions in the treatment of respiratory infections in children. "The temperature must be urgently brought down" An increase in body temperature is a protective reaction of the child's body, the purpose of which is to destroy the infection. Bringing down the temperature already at...

Discussion

Good article and helpful tips for young parents) I remember with my first child I didn’t know anything at all and even the baby’s runny nose made me panic)

Yes, our ENT prescribed us recently, with regular snot - Umckalor. It is an antimicrobial plant origin. It should be given 3 times a day on an empty stomach, dosage according to the instructions, according to age.
In our case (adenoids), the drug helped very well, after a week the daughter began to breathe well at night, her nose stopped stuffing up.

Dysgraphia: when a child writes with errors. When a child is just learning to write, he may still have such strange mistakes at the very beginning of learning, but they quickly disappear. school for a child with dyslexia and mental retardation.

Discussion

My child completed a Davis correction course at Medis in 2012.
Go through the Davis technique for a fee or on your own, this is the only technique developed by a dyslexic.
If your child really has dyslexia - a persistent selective learning disability - forget about speech therapists and defectologists, they work according to domestic methods. Just waste your time and nerves. All domestic methods proceed from one postulate - the unformedness of higher mental functions in a child, and none of them explains the reasons why these functions are not formed, what stands in the way of their formation.
If you have a choice of where to take the Davis course, I would advise you to take it outside the Russian Federation. In Moscow, parents are not allowed to attend classes with their child.
In general, read the story of my child here: [link-1]

Dyslexics and dysgraphics are all very different. One helps one, another - another. I will take the liberty of saying that there is no universal method that helps everyone. If the declared price is very significant for you, then I would not throw money around, but would choose a more economical option. Very often, dyslexics need help for many years, IMHO, you need to calculate the resources. I am very wary of methods that promise to correct dyslexia AND dysgraphia in a comparatively short term. IMHO, in this case, the main thing is time. In dyslexics, there is a lot of internal correction, at first glance imperceptible, due to natural compensatory possibilities.

🔹 In the first months after birth, the baby spends all his time with his mother, he needs her for full development. Mom leans over to the baby, looks into her face, coos affectionately with him, intuitively choosing The right way communication. It is important that the mother constantly talks to the child, sings to him: Aaa! Ltd! So that the baby sees the mother's face, sees her articulation. 🔹 Talk to your child about everything, comment on all your actions: “Here mom took the bottle. Mom poured...

“It is wrong to say that children began to read less than their parents at their age,” says school psychologist Natalya Evsikova, “they just read different literature.” Does this mean that we worry in vain? “Forcing children to read, parents often go too far and easily “get into the taste,” continues Natalia Evsikova. - Parental pressure usually starts at the same time as the first grade, but gradually the style of relationship based on coercion becomes ...

Discussion

Good advice, want to add. According to my observations, almost all children to whom their parents read regularly in childhood grow up to be readers. Moreover, it makes sense to read even to children who already know how to do it themselves (if they like it, of course) I remember how in my childhood I loved to stay overnight with my aunt, she read to her son every night at night, probably for half an hour up to 10 years. We are the same age as him, and I really liked listening to her.

Dysgraphia: when a child writes with errors. When a child is just learning to write, he may still have such strange mistakes at the very beginning of learning, but they quickly disappear. school for a child with dyslexia and mental retardation.

Discussion

Look for another school. My son came to his senses for six months after such a "teacher". And I, a fool, held on to a "strong school". Who needed only statistics.

I can only support, since we are not in a Russian school, but as a happy owner of her own dyslexic, it seems to me that this is for the best. Dyslexics catch up, especially with a mild form, and at first it is very important not to nudge or press them so that the child does not lose self-confidence. I never tire of repeating how important this is. So the situation, KMK, even plays into your hands if you have the opportunity to study at home. And then you can go back to school. But in general, the attitude, of course, is tin :(

Conference "School and additional education of children". Section: Teachers (dysgraphia individual education at school). My dictations and essays are also written with a bunch of mistakes, but there are other tasks: answer the rules, exercises where you need to substitute the word in the right one ...

Discussion

on general grounds. But we have an ordinary school - there is no talk of any dictations on 10 lines (I’m not saying that this is good), despite the 4th grade, and the teacher is loyal - if my son studied with my first teacher, then with his handwriting and the look of notebooks, he would never have received a single 4 in his life. But in English - yes, everything that is oral is "5", everything that is written is "2": - ((and nothing ...

My daughter is being assessed on a general basis, but she doesn't mind. Another thing is that they don’t bully her at school and don’t force her to rewrite for 3 hours. With errors, the teacher sends back, yes, correct. Sometimes she emphasizes places where there are mistakes so that the daughter herself corrects them and gets a chance for a higher mark. But I am calm about the marks for the language: better than it was, and okay. The main thing for me is that my daughter tries and gradually progresses.

I would categorically not allow mine to be kept after lessons for 3 hours, especially since simply rewriting is ineffective. I also write dictations and essays with a bunch of mistakes, but there are other tasks: answer the rules, exercises where you need to substitute the word in the right grammatical form or redo an existing sentence. Here mine performs them well, we have practically got rid of copying errors. Based on them, you can also certify, and on average get a good grade. I don't care what kind of dictation is formally a deuce.

Tell the child not to be nervous, to concentrate on what works best. I would agree with the teacher that she use other methods of certification ALSO on a par with well-deserved deuces for dictation. If he has good memory, he will be quite able to learn the rule and answer in the lesson - now he is no longer a loser. By the way, my daughter is very similar to your description, she also has dyslexia, dysgraphia, problems with spatial orientation and ambidexter, it seems. Well, we are engaged in and educate a philosophical approach to life. In your situation, I would still put a lot of effort into mastering the computer, teach it to type quickly, it will come in handy in the future.

Anyone who has encountered THIS knows HOW MANY problems arise in all subjects at school and HOW difficult it is to solve them. A whole bunch of problems, why? start and how? These questions tormented me a lot, about 2 years ago, when my kinder was in the 2nd grade. I read very slowly, copied words with 3 errors in a word, did not pronounce at least 9 consonants. The milk teeth fell out, and the permanent ones "delayed" for a WHOLE ACADEMIC year, i.е. "We got out already in the summer. If you are interested in the history of my war with dysgraphia, take a look at my ...

Clever thoughts, so as not to be lost, I decided to write in the DIARY. And from foreign articles on the topic "Dysgraphia and dyslexia" too smart thoughts there (like a squirrel in a hollow), maybe something smart will be prompted. [link-1]

Hello! Tell me what to do: my son is 7 years old, then he told his grandmother that sometimes he doesn’t want to live, when my mother offends me (I scream for something or slap), I’m sitting in the room, and I have a voice in my head “kill yourself ", after all, you can jump off the roof or from the stairs (we have a Swedish wall at home) jump onto something sharp ... Grandmother tells him "Dimochka, you will die then," and he answers her: "Grandma, but the soul will remain "... I'm shocked how to talk properly and save my son from these thoughts...

Discussion

Hello!

Unfortunately, I do not know your situation in detail, what is happening in your family and on what basis relationships with a child are built. But I'll tell you honestly - what you write about is a serious call that needs to be paid close attention. I really want to help you, but, unfortunately, online communication has its limitations. I can consider and evaluate your situation only approximately.

What is mom? Mom is the person who gave life, the most close person for any child. You write that when you offend your child, shout at him, spank him, he does not want to live. Mom's love is as necessary to your son as the air he breathes.

Ask yourself - why do you offend him? What need do you have to spank and yell at a seven year old? After all, what is screaming and spanking? This is one type of violence. Probably, being unable to influence the child calmly, you resort to this method of "education". Put yourself in his place. For example, your husband comes up to you and says - do this and that. For some reason you refuse. He goes to scream. You don't want to again. A couple of slaps in your address "complete the negotiations." I think you, this way of communication will be unpleasant.

Understand yourself. Are you all right inside? After all, if the mother is calm, the child is also calm. If the relationship with the child is built correctly, there is no need to raise your voice and even more so to fight. Calmly explain what you want from him, listen to his opinion. The main thing is that you yourself clearly understand what you want from your son and whether you really need it.

Let me give you an example: my mother is collecting her son for kindergarten, urging him on - come on quickly, you need to be in time for the kindergarten, and I need to go to work. And he thinks to himself: “How can I not like this work, why should I go there every day? I hate what I do. If I didn’t need money, I wouldn’t go to an unloved job, but would sit at home with the child, and I wouldn’t have to take him to the garden, where there are only diseases, etc. etc." Thoughts are entirely negative, well-being is appropriate. Mom is all on her nerves, on edge. The child feels all this and, “reflecting” the state of the mother, shouts at the top of his lungs: “I don’t want to go to kindergarten. Will not go". "Oh, won't you go? - then a familiar situation is played out with a scream and cracks ...

What did the child do? In this case, he expressed aloud that his mother thought hard about everything recent times, he just "reflected" her condition. Mom does not want to take the child to the kindergarten for such and such a reason, and even less - to work. She internally does not want the child to go to kindergarten - she is afraid that he will get sick. She doesn't want to, but she forces him. That is, he thinks and feels one thing, but says something completely different out loud.
This discrepancy is expressed aloud by her child.

Talk to your son. What worries him? What does he lack? If this is a lack of attention on your part, try to give it as much time as possible. If this is a reaction to your screaming and spanking, immediately stop this type of communication and start giving your son more love and tenderness. Calm yourself internally.

If the situation does not improve, be sure to show your son to a good child psychologist.

By the way, on my website www.schastie.info I conduct a free newsletter. You can subscribe and regularly receive advice and recommendations on improving the quality of your life, health, improving relationships with loved ones, self-realization, finding your favorite thing and much more.

Sincerely,
Tatiana Gorchakova

My son is April, now in the 4th grade. Inattention, bad memory. At school, he is ONLY interested in friends, lessons (homework) on some last place, after playing and having fun with friends, computer. We are struggling with dysgraphia (grades 1-2 - IT was a NIGHTMARE and HORROR) now it is easier. But, at the end of the 4th "State Final Attestation" in language, reading, mathematics, it is necessary to prepare him both morally and knowledge, skills to "save", train, test. There is still a lot of work.

Discussion

The feeling is that you are writing about my boyfriend.) Danka March. All one-on-one. And dysgraphia, and memory, inattention. Fortunately, there is progress. At least compared to 1-2 classes. In the most difficult moments (long 3rd quarter or I see that I'm just very tired) we drink Pantogam. It was recommended to me by my friend, she is a pediatrician and sometimes she feeds her son to them herself. In general, the drug is good, does not cause addiction and is indicated, including for children with problems like ours. Works a few days after the start of admission. Attention, memory - all we lack. You can't take it all the time. Courses for 15-40 days after 3 months. You can even calculate from the diary when we took it. I look through the diary for the year and where they accepted - mostly fives. Hope it helps you.

I have twins and I have exactly the same problem!

dysgraphia and english. School. The child is from 7 to 10. The speech therapist answers perfectly, but as soon as he starts to write ... Classical mistakes for dysgraphics: A lintel hangs on the ceiling, a katonok plays with a stick, Vova tares flowers.

Discussion

I am trilingual. I would rather go into shock. It may well be that everything will work out. I don't think it's because of the English. she will write worse in Russian. Most likely will be the same typical mistakes, and as you compensate for dysgraphia in Russian, if you are specially trained, you will see similar progress in a foreign language. My daughter was like that. I was afraid that in each language we would have to start all over again - great, but she somehow transfers skills from language to language without additional. classes. It might be safer for you to start the second language later to give the child more time to compensate, but maybe they won't write that much in English. right from the first year. And in oral language, your girl may well be successful.

Conference with Yulia Borisovna Zhikhareva, defectologist at the Children's Clinical and Diagnostic Center MEDSI II 1. My 3-year-old daughter speaks very badly. Should I start taking her to a speech therapist? Yes! First of all, you need to come for a consultation with a speech therapist, who will make a conclusion: what and why? You will then discuss with your speech pathologist whether speech therapy classes. 2. My daughter is 4.5 years old. He constantly says “I did”, “I walked”, in short, he confuses the feminine and masculine. At your...

Dysgraphia: when a child writes with errors. When a child is just learning to write, he may still have such strange mistakes at the very beginning of learning, but they quickly disappear. school for a child with dyslexia and mental retardation.

Discussion

A lot depends on the child, since dyslexia manifests itself in different ways and everyone has different compensatory abilities. Some people manage to compensate completely, some don't. You can’t get rid of dyslexia, but you can adapt the child well. My daughter has been with a specialist for the second year. The results are noticeable in the sense that it was possible to solve existing problems, but as new material progresses, new difficulties appear. Plus, you have to return to the past and constantly repeat in order to bring it to automatism. Engaged once a week for 2 hours + at home in the process of preparing lessons. I assume that my daughter will need a specialist for a long time, until the sixth grade, but the combined efforts allow her to do very well at school. In the first grade, I mirrored letters, read syllables on the contrary, often did not finish reading, but guessed the words, as a result of which I did not understand a lot, confused + and -, did many mathematical operations backwards or upside down, did not distinguish between right and left, wrote phonetically without capital letters , spacing between words and punctuation marks, and the specific problems associated with the fact that she studies in French. Now, by the third grade, my daughter already reads very well and, most importantly, she loves to read, she is very decent at mathematics, although sometimes she solves examples in mirror image, it is still difficult to distinguish between right and left, she writes pretty decently, especially if she concentrates properly, although, of course , there are still many problems, because all the time there are new situations to which it has to adapt. I have a feeling that my daughter has to be taught a lot on purpose, a little differently than ordinary children.