Gulshat Gayazova - What teaches dysgraphia

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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