“Speech styles in the Russian language” - Sample statements. What means of communication are available in the offer? Lesson on speech development in the Russian language in 6th grade. Application of information technologies. Name the characteristics of a statement as a document of official business style of speech. What is text? Lesson objectives: To develop the skill of writing a statement according to the model To cultivate students’ speech culture.

“Speech Impairment” - Development of basic sound analysis skills. It most often manifests itself in students with severe mental retardation and mental retardation. The weak links in the functional writing system of a particular student are identified. Impaired reading comprehension is caused by underdevelopment of sound-syllable synthesis. The main tasks are enriching and systematizing the dictionary, creating morphological generalizations.

“Speech” - School rhetoric. How? Influencing genres (gratitude, request, congratulations, advice, conversation (friendly), etc.). Speech genres in school rhetoric: informational, influencing, information-influencing. Successful communication. Who? The speech genre has all the characteristics of a text, but also its own characteristics.

“Speech styles” - Official business style. Scientific style. Conversational style is used for direct communication. The conversational style often uses colloquial and colloquial vocabulary. Art style. The journalistic style serves to influence people through the media. The scope of use of the scientific style is science.

“Russian Speech” - Forgive us for our pride and do not punish us strictly! Slim! A fairy tale with a happy ending… ....………………: … ; ! ? And you generally stand on us; we serve as a support for you. No one can live without us. In one Russian-speaking country, Punctuation lived and lived with Words and Phrases. Team “Know...points” of the KSHI of the city of Serov. How are you better than others? – asked Question Mark. -I'm tall!

“Rhetoric Lessons” - Calling, calling, calling, calling, calling. The bear found honey in the forest, and there are too many bees for little honey. Today we will discover together another secret, a secret. Cake bakes cakes. Smile. Roleplay the situation: Rhetoric lesson in 1st grade on the topic: “Gift. Know how to thank." Sorceress speech. Goals: Much appreciated. What can cause a good mood?

There are a total of 17 presentations in the topic

Correction of acoustic dysgraphia Write down only vowels from a word or sentence. Write down only vowels from a word or sentence. Write down only those letters whose sounds border on the given sound (elephant: l-n; oak: b-k; nest: d-). Write down only those letters whose sounds border on the given sound (elephant: l-n; oak: b-k; nest: d-). Repetition of a sound series with opposition sounds. Repetition of a sound series with opposition sounds. Repetition of syllables with oppositional sounds: sa-sha-sa, la-la-la, ba-ba-pa-pa. Repetition of syllables with oppositional sounds: sa-sha-sa, la-la-la, ba-ba-pa-pa. Replacing one sound in a word (chain of words: son - cheese - rubbish - juice). Replacing one sound in a word (chain of words: son - cheese - rubbish - juice). Finding common and distinctive sounds in words (house-poppy; kidney-barrel). Finding common and distinctive sounds in words (house-poppy; kidney-barrel).

Correction of violations of analysis and synthesis Sequential recording of letters from a word in a chain. Consecutive writing of letters from a word in a chain. Writing a letter with a given sound number in a word. Writing a letter with a given sound number in a word. Recording the number of a given sound in a word. Recording the number of a given sound in a word. Recording a syllable with a given number. Recording a syllable with a given number. Sequential recording of syllables. Sequential recording of syllables. Definition of a missing syllable (--buz, lod--, ka---dash). Definition of a missing syllable (--buz, lod--, ka---dash). Composing a word from syllables given in disorder (pa, kru). Composing a word from syllables given in disorder (pa, kru). Finding an extra syllable in a word (lee-woof-sa). Finding an extra syllable in a word (lee-woof-sa). Working with syllable tables. Working with syllable tables.

Correction of agrammatic dysgraphia Recording a sentence (text) in a chain with speaking out loud. Recording a sentence (text) in a chain with speaking out loud. Extracting words from continuous text (slonzhirafkabanzayats). Extracting words from continuous text (slonzhirafkabanzayats). “Oral dictations”, in which the number of words is proportional to the number of students. Each person has a word. With the attitude: “Think and pronounce.” “Oral dictations”, in which the number of words is proportional to the number of students. Each person has a word. With the attitude: “Think and pronounce.”

Correction of optical dysgraphia Completion of the missing element in the letter (using a model and without). Completing the missing element in a letter (using a pattern and without). Finding the correctly depicted letter among others. Finding the correctly depicted letter among others. Determination of the number of a specified letter in various spatial positions. Determination of the number of a specified letter in various spatial positions. Finding letters crossed out with additional lines. Finding letters crossed out with additional lines. Select letters superimposed on each other: Select letters superimposed on each other: Select and emphasize syllables, words written before the line (elephant losn elephant slol sona elephant; zu[ zi di da zu zu zo zo uz udzu). zu[ zi di da zu zu zo uz udzu).

Corrective exercises for children with mental retardation Literal examples: Literal examples: do + mu - y = do + mu - y = kar - ar + y + bik = go + ram – am + oh = This exercise is aimed at strengthening concentration and stability of attention. Execution time 2-3 minutes. This exercise is aimed at strengthening concentration and stability of attention. Execution time 2-3 minutes. *“The most vigilant” - look at the card, read, remember, write down (card display - no more than 2 seconds). *“The most vigilant” - look at the card, read, remember, write down (card display - no more than 2 seconds). p t f u apple The bird is flying.

Literature Agranovich Z.E. “Speech therapy work to overcome violations of the syllabic structure of words in children” Agranovich Z.E. “Speech therapy work to overcome violations of the syllabic structure of words in children” Gorodilova V.I. Kudryavtseva M.Z. “Collection of exercises to correct deficiencies in writing and reading” Gorodilova V.I. Kudryavtseva M.Z. “Collection of exercises for correcting deficiencies in writing and reading” Sadovnikova I.N. “Impaired writing in younger schoolchildren” Sadovnikova I.N. “Impaired writing in younger schoolchildren” Yastrebova A.V. Correction of speech disorders in secondary school students” Yastrebova A.V. Correction of speech disorders in secondary school students” Yurova E.V. “200 exercises for the development of written speech” Yurova E.V. “200 exercises for the development of written speech”

Topic: Correction of writing and reading disorders in primary schoolchildren through the development of visual perception

The problem of educating and teaching students with disabilities in the development of oral and written speech, difficulties in their assimilation of program material due to impairments in visual-spatial perception.

Goal: correction of violations of oral and written speech of students, their optimal social integration.

Study of theoretical issues related to the correction and development of visual perception;

Timely identification of students with problems in the formation of visual perception;

Selection and systematization of special correctional techniques aimed at preventing and correcting writing and reading disorders through the development of visual perception;

Providing methodological assistance to teachers and parents.

The relationship between visual perception and the process of formation of oral and written speech

Oral speech is carried out by the activity of the speech-motor and speech-auditory analyzers. Written speech is a visual-auditory-motor formation.

In written speech, the sound structure of spoken words is modeled; the temporal sequence of sounds is translated (through visual perception) into a spatial sequence of graphic images.

Elementary school students very often mix E - Z, b-d, w-t, i-p. Often students cannot identify the side from which they need to start writing. On the basis of visual perception and in close interaction with it, not only the differentiation of visual images of letters similar in outline occurs, but also the formation of visual-motor coordination and spatial representations that underlie the development of stable graphic letter forms (maintaining the height, width, inclination of letters) .

Reading also begins with visual perception, discrimination and recognition of letters. Developing the skill of correct reading largely depends on the accuracy of visual perception of length, graphic outline of letters, and the nature of the elements that make up the letter.

Conclusion: correction of dysgraphia and dyslexia will not achieve the maximum effect if students have underdevelopment of the basis of the writing and reading processes - visual perception.

Difficulties in learning appear with the beginning of the development of reading, counting and especially writing.

Typical mistakes:

• The phenomenon of specularity;

• Replacement of letters by the number of elements, by spatial arrangement;

• Long-term failure to master some of the letters.

A difficult task is the correct arrangement of letters in a line and determining the boundaries of a word.

Groups of deficiencies in the development of visual perception

Disadvantages of visuospatial perception:

• Difficulties in forming a visual image of a letter: the student violates the relationship of elements, confuses letters with similar configurations, writes unnecessary ones or does not complete elements.

• Difficulty remembering the configuration of letters when reading and, accordingly, a slow pace, guessing, recurrent eye movements.

• The student does not see the line, cannot place letters correctly on the line, or jumps from one line to another.

• The student cannot correctly copy a letter, number, or geometric figure.

Disadvantages of hand-eye coordination:

• Inability to draw a straight line without lifting the pencil.

• Difficulties in forming the correct trajectory of movements when performing a graphic element.

• Unstable handwriting (uneven strokes, different heights and lengths of graphic elements, large, stretched, differently angled letters).

• Tremor.

• Very slow writing pace.

In connection with the listed visual perception disorders, which generally affect the formation of writing and reading processes, a contradiction arises between the requirements of the general education school program and the capabilities of students with speech impairments. The way to overcome it is to correct writing and reading impairments through the development of visual perception.

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Writing is a complex form of speech activity, a complex psychophysiological, multi-level process. In the process of writing, the translation of the audible, spoken word occurs, i.e. words of oral speech into visible words. Oral speech is encrypted and indicated in writing with certain graphic icons.

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The writing process is normally carried out on the basis of a sufficient level of formation of certain speech and non-speech functions: ♦ auditory differentiation of sounds, ♦ their correct pronunciation, ♦ language analysis and synthesis, ♦ formation of the lexical-grammatical side of speech, ♦ visual analysis, ♦ spatial representations. The lack of development of any of these functions can cause a disruption in the process of mastering writing, dysgraphia. Dysgraphia will not disappear on its own; it needs to be corrected and corrected.

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Dysgraphia is a violation of the writing process, in which persistent and repeated errors are observed: distortions and substitutions of letters, distortions of the sound-syllable structure of a word, disturbances in the unity of writing individual words in a sentence, not associated either with a decrease in intellectual development or with severe hearing and vision impairments, nor with the irregularity of schooling.

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Writing disorder - what is it? The teacher, taking the notebooks of some students in his hands, sighs sadly, something unimaginable is happening in them: letters disappear somewhere or are swapped, and sometimes entire syllables; Instead of some letters, others suddenly appear, completely distorting the meaning of the word. A lot of, in your opinion, stupid mistakes due to elementary, as it seems to you, inattention. You are forced to rewrite the task several times, but to no avail. Know that you are not to blame for the endless twos and threes that fill his notebooks.

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The table will help the teacher: 1. identify the causes of difficulties in mastering knowledge and developing literate writing skills; 2. select the tasks and exercises proposed in the developed course “Learn to Write Correctly” that are necessary to eliminate difficulties, integrate, supplement and vary these exercises in your work.

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It is necessary to understand that the degree of formation of all aspects of speech is of utmost importance for mastering the processes of reading and writing. Therefore, disturbances or delays in the development of phonemic perception (the ability to distinguish speech sounds by ear), lexico-grammatical aspects (the presence of an age-appropriate dictionary, the ability to correctly use grammatical categories), sound pronunciation at different stages of development are the main causes of dysgraphia and dyslexia

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With dysgraphia, children of primary school age have difficulty mastering writing: the exercises and dictations they complete contain many grammatical errors. They don't use capital letters, punctuation, and have terrible handwriting. In children with dysgraphia, individual letters are incorrectly oriented in space. They confuse letters that are similar in style: “Z” and “E”, “P” and “b” (soft sign). They may not pay attention to the extra stick in the letter "Ш" or the "hook" in the letter "Ш". Such children write slowly and unevenly; if they are not in the mood, then the handwriting becomes completely upset.

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Non-speech symptoms of dysgraphia. In dysgraphic children, many mental functions are undeveloped: visual analysis and synthesis, spatial representations, auditory-pronunciation differentiation of speech sounds, phonemic, syllabic analysis and synthesis, lexico-grammatical structure of speech, memory disorders, attention, emotional-volitional sphere.

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We are known to have at least three types of hearing. Physical hearing. It allows us to distinguish the noise of leaves and rain, summer thunder, the buzzing of a bee, the squeak of a mosquito, as well as urban sounds: the hum of an airliner, the clatter of train wheels, the rustling of car tires... An ear for music. Thanks to this, we can enjoy the melody of our favorite song and the beautiful music of composers. Speech hearing. You can have a good ear for music and a very poor ear for speech. The latter allows you to understand speech, capture the subtlest nuances of what is said, and distinguish one sound from another. If speech hearing is insufficient, similar consonances cannot be distinguished, and spoken speech is perceived distorted.

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If a child has speech hearing impairment, then it is clear that it is very difficult for him to learn to read and write. In fact, how can he read if he can’t hear the speech clearly? He is also unable to master writing, since he does not know what sound this or that letter represents. The task is further complicated by the fact that the child must correctly grasp a certain sound and imagine it as a sign (letter) in the fast stream of speech he perceives. Therefore, teaching literacy to a child with defective speech hearing is a complex pedagogical problem. But it is necessary to learn, because the distortion of one or two sounds changes the meaning of the word.

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The process of developing reading and writing is complex. It involves four analyzers: speech motor, which helps with articulation, that is, pronunciation; speech-auditory, which helps to select the desired phoneme (sound); visual, which selects the corresponding grapheme (letter); motor, with the help of which the grapheme is translated into kineme (a set of certain movements necessary for recording)

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Writing a word is much more difficult than reading it. Difficulties in mastering writing are due to the fact that either each of the processes necessary to write a word, or some part of them, is imperfect in the child. The lack of phonemic analysis complicates the process of dividing words into their component parts and prevents the accurate recognition of each of the selected sounds. Due to incorrect pronunciation, it is difficult to perform sound analysis and synthesis of words. Due to a violation of the motor sphere (insufficient coordination of the corresponding movements of the finger muscles, instability of the entire hand, etc.), errors are observed in the drawing of letters, spatial orientation on a sheet of paper, line.

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Specific errors in dysgraphia. 1. replacing and mixing letters denoting sounds that are similar in sound. These errors are based on phonetic-phonemic underdevelopment (the ability to hear and distinguish sounds.) More often, letters are mixed in writing, indicating whistling and hissing sounds, voiced and voiceless, soft and hard, affricates and their components (ch-t, ch-sh, ts-t, ts-s, s-sh, b-p, d-t). Frequent mistakes are substitutions of vowels that are even in a stressed position, for example, cloud-tocha, December-December, etc. 2. Violation of the syllabic structure of the word. The mechanism of this type of error is lexical and grammatical violations: analysis of sentences (How many words are in a sentence? What is the second word in a sentence? etc.).

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3. The lack of development of the ability to analyze a sentence is revealed in the continuous spelling of words, especially prepositions with words; in the separate spelling of words, especially prefixes and roots. The most common errors in writing are: omission of consonants when they are combined; missing vowels; letter rearrangements; adding extra letters; omissions, rearrangements and additions of syllables. 4. Mixing letters that are similar in style is an inability to master the graphic image of letters. In written works with this violation, errors appear in the form of substitutions of letters that are similar in style or have the same elements. The most common combinations of the following letters are: d-b, p-n, p-i, sh-sch, n-k, m-l, etc.

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Types of dysgraphia 1. Articulatory-acoustic dysgraphia due to oral speech disorders. (FD) The child writes as he pronounces. It is based on the reflection of incorrect pronunciation in writing, relying on incorrect pronunciation. Relying on incorrect pronunciation of sounds during the pronunciation process, the child reflects his defective pronunciation in writing. Articulatory-acoustic dysgraphia manifests itself in substitutions and omissions of letters corresponding to substitutions and omissions of sounds in oral speech.

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Acoustic dysgraphia -FFN manifests itself in the replacement of letters with phonetically similar sounds, in violation of the designation of soft consonants, these are letters denoting whistling and pinching (s-sh, s-ts, z-zh,..), voiced and voiceless (p-b, d -t, g-k. v-f..), affricates (ch-t, h-shch. t-t., etc.) as well as vowels (o-u, e-yu, e-i, a- I. oh, oh, y-y.

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Dysgraphia due to a violation of language analysis and synthesis manifests itself in writing in distortions of the syllabic structure of words and sentences. The most difficult is the distortion of the sound-letter composition of a word (phonemic analysis). Typical errors: omissions of consonants in conjunction (dictation - “dikat”, omissions of vowels (sanky-snki), rearrangements of letters (window - “kono”), addition of letters (January - “January”) Omissions, additions, rearrangements of syllables (bicycle - “ vesiped", hammer - "hammer")

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Agrammatic dysgraphia (AGD) (characterized in the works of R. E. Levina, R. I. Lalaeva. It is associated with the underdevelopment of the grammatical structure of speech: morphological, syntactic generalizations. Manifests itself at the level of words, phrases, sentences and text. In coherent written speech in children show great difficulties in establishing logical and linguistic connections between sentences.The sequence of sentences does not always correspond to the sequence of the events described, semantic and grammatical connections between individual sentences are disrupted.

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At the sentence level, agrammatisms in writing are manifested in distortion of the morphological structure of the word, replacement of prefixes (prefix), suffixes (overwhelmed - “overwhelmed”, goats - “kids”); changing case endings (“many trees”); violation of prepositional constructions (above the table - “on the table”); changing the case of pronouns (near him - “about him”); number of nouns (“children are running”); violation of agreement (“white house”); There is also a violation of the syntactic design of speech, which manifests itself in difficulties in constructing complex sentences, omitting sentence members, and violation of the sequence of words in a sentence.

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– due to instability of visual impressions and ideas. What is it expressed in? Individual letters are not recognized and do not correlate with certain sounds; The following letters are most often mixed: p-n, p-i, u-i, ts-sch, sh-i, m-l, b-d, p-t, n-k, o-a, E-Z; - Mirror image of letters of individual elements. Optical dysgraphia

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Recommendations for the correction of dysgraphia in children. What to do if a child has dysgraphia? Such children are quite capable of mastering reading and writing if they study persistently. The essence of the lessons is training speech hearing and letter vision.

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Exercise "Proofreading". For this exercise you need a book, boring and with a fairly large (not small) font. The student works every day for five (no more) minutes on the following task: crosses out the given letters in a continuous text. After 5-6 days of such classes, we switch to two letters, one is crossed out, the other is underlined or circled. The letters should be “paired”, “similar” in the student’s mind. For example, as practice shows, most often difficulties arise with the pairs “p/t”, “p/r”, “m/l” (similarity in spelling); “y/d”, “y/y”, “d/b” (in the latter case, the child forgets whether the tail of the circle is pointing up or down), etc. The pairs necessary for working through can be established when viewing any text written by the child. After seeing the correction, ask what letter he wanted to write here. More often than not, everything is clear without explanation.

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We write out loud." "An extremely important and irreplaceable technique: everything that is written is spoken out loud by the writer at the time of writing and the way it is written, with underlining and highlighting weak parts. Example: “ON THE TABLE WAS A JUG WITH MILK” (a jug of malak melted on the steel). By “weak beats” we mean sounds that, when pronounced in fluent speech, the speaker pays the least attention to. For vowels, this is any unstressed position; for consonants, for example, a position at the end of a word, such as “zu*p”, or before a voiceless consonant lo*shka.

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“Take a closer look and figure it out” (punctuation for dysgraphics and more). Material for work - collections of dictations (with commas already added, and check that there are no typos). Assignment: carefully reading, “photographing” the text, explain the placement of each punctuation mark out loud. It is better (for middle and older age) if the explanation sounds like this: “The comma between the adjective “clear” and the conjunction “and”, firstly, closes the adverbial phrase “...”, and secondly, separates the two parts of the compound sentences (grammatical bases: the first "...", the second "..."), connected by the conjunction "and"".

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We are looking for “random” errors. You can work individually or in pairs. Steps to check text using a flashcard. The ability to use the card at the initial stage of mastering the skill of self-control makes the test more effective and significantly increases the activity of children.