Semantic dyslexia: causes, manifestations and correction

Dyslexia is the generic name for a group of disorders that cause problems reading and understanding printed information. A deviation occurs against the background of a person’s normal mental, neurological and psychological state. This disease manifests itself in several forms, one of which is semantic dyslexia.

Reasons for the development of the disorder

The causes of dyslexia are varied; they are associated with organic damage to the areas of the brain responsible for mastering reading and writing skills. The appearance of this dysfunction may be due to the following reasons:

severe pregnancy;
birth and postpartum injuries;
damage to the central nervous system;
genetic predisposition;
head injuries, concussion;
incorrect speech environment in which the child grows and is brought up;
insufficient functioning of certain parts of the brain.

Dyslexia can appear as a result of GSD (general speech underdevelopment) or other speech disorders (dysarthria, alalia).

Why does semantic dyslexia occur in children?

The development of dyslexia is based on neurobiological reasons. Pathology occurs as a result of poor development or dysfunction of various brain structures. Research shows that in dyslexics, the posterior part of the left middle temporal gyrus is less active than in people who do not have reading difficulties.

In general, the reasons for the formation of semantic dyslexia can be:

hereditary factors - mutation of certain genes leads to improper development of neurons in certain brain areas and, as a result, causes dyslexia (a key factor in the formation of pathology in almost 70% of dyslexics);
defective interaction of the cerebral hemispheres, as a result of which reading or writing causes insurmountable difficulties;
lack of listening, learning and independent reading in the preschool years, which leads to poor development of connections between neurons in the speech center of the brain;
physical brain damage and birth trauma;
disruptions in intrauterine development;
various types of infectious diseases (measles, rubella, severe forms of influenza);
pedagogical neglect;
early psychotraumas.

Classification

Dyslexia is difficulties in mastering reading due to insufficient development of higher mental functions. It manifests itself in specific errors that are persistent. Depending on which parts of the brain are impaired, there are several forms of dyslexia.

Phonemic is associated with a violation of phonemic hearing. The reason for its appearance is the immaturity of sound-letter analysis and word synthesis.
In the semantic form, reading comprehension is impaired, while the technical side of reading is ideal.
If the grammatical structure is not sufficiently formed, then agrammatic dyslexia may appear. With this form, children have difficulty mastering grammatical categories.
The mnestic form is associated with difficulties in remembering new letters and what has been read.
Optical dyslexia is characterized by difficulty in mastering the graphic image of a letter or number. With this form of reading impairment, mirror writing may occur.
The tactile form is characteristic of blind children and manifests itself in the difficulties of mastering Braille.

Depending on the form of dyslexia, the specialist will draw up a plan of correctional work and select treatment methods.

Types of dyslexia

Despite the striking symptoms of dyslexia, its development does not necessarily imply the presence of all manifestations. Symptoms will always depend on the type of dyslexia. In total, experts identify six types of violations:

Mnestic dyslexia – difficulty recognizing letters in a spoken word or sound
Agrammatic dyslexia – underdeveloped speech, errors in grammatical construction (tenses, cases and endings do not agree correctly, for example, “I want to go home”, “gray dog”, etc.)
Semantic dyslexia - words when reading (usually without difficulty) are perceived in isolation from the entire text, which is why the dyslexic does not understand the essence of what he read
Tactile dyslexia – typical for blind people (in the process of reading Braille, a dyslexic’s fingers slip onto other lines, and letters get confused with similar spellings)
Optical dyslexia - when reading, a dyslexic slips onto other lines, or reads backwards (mirror), does not understand letters consisting of identical but differently arranged elements (for example, P-N-I)
Acoustic (phonemic) dyslexia is the most common type of dyslexia among primary schoolchildren; characterized by rearrangement of syllables, mixing of letters according to one distinguishable feature in similar words, distortion of the structure of the word (for example, “tire-ours”, “lump-house-scrap”, “pump-pine”, etc.)

Any type of dyslexia requires the attention of parents and specialists, but such problems with pronunciation and writing should not be considered a sign of developmental delay. Despite these shortcomings, most dyslexic people develop quite normally, often have talents and may even be geniuses.

Thus, such personalities as poet Vladimir Mayakovsky, actors Keanu Reeves and Keira Knightley, director and actor Quentin Tarantino, singer Cher, legendary actress, singer and model Marilyn Monroe, inventor, engineer and artist Leonardo da Vinci, artist and director Walt Disney and others.

In addition, if you look at the facts, you can find out that dyslexics have a broad outlook and an inquisitive mind, excellent imagination and developed intuition; are able to consider and evaluate completely ordinary things from different angles. But, of course, it would be a mistake to assume that dyslexia is the cause of these qualities.

Symptoms

Diagnosis of this disorder is carried out in elementary school, when the symptoms manifest themselves most clearly. In preschool age, only the prerequisites for the appearance of dyslexia can be determined. When children are just beginning to learn to read and write, the presence of errors is natural, so it is difficult for a specialist to determine whether they are physiological in nature.

The main symptom is errors in reading.

The baby does not remember the letters, pronounces them incorrectly, rearranges them, replaces them with others, and does not understand the meaning of what he read. He has difficulty translating sounds into letters, and recognition of familiar words is slower than other children, and there are difficulties in mastering writing skills.

In addition to speech symptoms, children with dyslexia exhibit the following signs of impairment:

spatial disorientation (confuses where is up and down, right and left);
disturbances in coordination;
motor sphere is impaired;
memory is insufficiently developed;
with a high level of intelligence, the child has difficulty mastering reading;
violations of the tempo-rhythmic aspect of speech.

If you notice that your child has most of the listed symptoms or had a complex speech disorder during the preschool period, then you should seek advice from a speech therapist.

Prevention of dyslexia

A lot depends on whether measures are taken to prevent dyslexia: the child’s success in learning, his level of self-esteem, relationships with peers and teachers, the level of aspirations, and results in achieving goals. Therefore, if deficiencies are discovered in oral and written speech, it is necessary to begin working with them as early as possible.

Prevention of dyslexia should begin in preschool age. It includes the development of the child’s visual-spatial function, memory, attention, analytical-synthetic activity, and fine motor skills. It is equally important to work on sound pronunciation and form the correct lexical and grammatical structure of speech.

To reduce the likelihood of a child developing dyslexia, dysgraphia, stuttering and other speech and writing problems, it is necessary to begin special exercises with children at an early age aimed at mastering correct speech and competent writing. Educational games are the best way to accomplish this task.

Games are the best tool for children's mental development, plus they promote thinking, analysis and orientation. At the initial stages, it is recommended to demonstrate as many visual images as possible - words, letters, animals, objects. In childhood, visual information is best perceived. In the process, it is stored in memory, which reduces the risk of dyslexia.

Features of diagnostic measures

A speech therapist diagnoses disorders of reading and writing processes in primary schoolchildren. The specialist must pay attention to the state of sound pronunciation, the development of phonemic hearing, sound-letter analysis and word synthesis. If children have impairments in these areas, they may have difficulty acquiring literacy skills.

The speech therapist assesses the state of the motor sphere: general, finger, articulatory. He also looks at the baby’s orientation in space, whether he can distinguish between sides. To assess reading and writing skills, the speech therapist suggests naming letters, writing capital and lowercase, and determining the place of sounds and letters in a word. The specialist suggests reading the syllables, then the speech material is complicated. At the same time, be sure to ask the meaning of what you read.

To evaluate writing, the speech therapist suggests writing words under dictation, copying them from a sample, and then writing them yourself. The specialist talks with the parents to understand in what speech environment the child is being raised. Based on the diagnostic results, the speech therapist gives recommendations to parents and draws up a plan for corrective work.

Two main meanings of dyslexia

This term is used, as a rule, in two meanings. The first, general and broad concept is ’s specific learning difficulties . It covers several areas: dyslexia , dysgraphia, dysorthography, dyscalculia.

Dyslexia in the narrow sense means difficulty learning to read. The child makes mistakes when reading, and also confuses similar-looking letters, rearranges sounds, and skips syllables. Or, for example, he reads the beginning of a word, and then thinks for a long time. The reading pace is very slow
Dysgraphia - a child writes in “yards” letters that go far beyond the line. Skips, rearranges, uses similar letters, syllables and words instead of each other when writing. And one and the same word can be written in several ways. For example, “only”, “only” and “whole”
Dysorthography is a lack of literate written speech skills, often even despite knowledge of spelling rules. A child writes, for example, “number” and “number” in the same text and does not notice the difference. Dysorphoepia is also associated with this. In oral speech, he makes different mistakes in adjacent phrases, pronouncing the same words in a new way each time.
Dyscalculia is a disorder in learning mathematics. Difficulty recognizing numbers and numbers, storing signs and symbols in memory. And also mixing of actions - for example, a child tries to multiply, although he himself sees the division sign.

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Features of the semantic form of dyslexia

With this form of dyslexia, there are no violations of sound pronunciation, distortion of syllable structure and sentences. But the person does not understand the meaning of what he read at all. Semantic dyslexia is often observed in syllabic reading. Due to the fact that the baby divides the word into parts, he does not perceive it as a single whole.

Children have difficulty recognizing familiar words. One of the causes of semantic dyslexia is insufficient formation of synthesis, problems in combining syllables into one component. Children have difficulty completing the following tasks:

connect sounds together if they are pronounced with pauses;
reading words and sentences arranged in syllables.

A child cannot perceive a sentence due to the fact that he has insufficiently formed concepts about the connection of words in phrases and text. For him, it is isolated, in no way connected with other words. Therefore, the main task of correctional work to overcome semantic dyslexia is to eliminate mechanical reading, and at the same time develop the skill of sound-letter analysis and word synthesis.

Symptoms

When syllables, words and entire sentences are correctly reproduced, some mechanicalness and lack of live reaction are noticeable. During the subsequent discussion of the material, the child cannot maintain a conversation about the text he has just read. He is unable to explain the meaning of a word, to formulate the characteristics of an object that correspond to its meaning.

Attempts to retell, highlight the main idea, answer questions are unsuccessful. While reading, attempts at guessing may be noticeable. The following features are characteristic:

the inability to combine a word into a single whole if it is divided into separate syllables;
long pauses between pronouncing syllables and letters when reading;
inability to grasp logical, syntactic and grammatical connections between words, phrases and entire sentences;
perception of words “one at a time”, inability to see their connections with each other;
small vocabulary.

Symptoms that are not directly related to dyslexia include impaired memory and attention, a tendency to be inhibited when performing various actions, difficulties in assessing the size and location of objects in space, and underdeveloped abstract thinking. Possible hyperactivity, dyscalculia, clumsiness syndrome (inaccuracy and difficulty in purposeful motor acts).

In the absence of timely correction, semantic dyslexia has a negative impact on a child’s learning. Falling behind in basic subjects causes a drop in academic performance and a loss of interest in learning. Children are considered lazy and unteachable. All of the above affects the amount of school knowledge and creates restrictions when choosing a profession.

Features of correctional work for this form of dyslexia

During training, you need to teach the child to combine syllables into one word, so that later he can establish connections with other words in a sentence and understand the meaning of what he read. For each form of dyslexia there are specific tasks aimed at eliminating the causes of their occurrence:

An adult names a word by individual sounds, making pauses between them. The child’s task is to name this word.
Now the adult pronounces the word syllable by syllable, pausing longer between pronouncing them. The child's task is to connect them together.
Complete the word with the missing syllables.
Suggest changing the first syllable so that a new word is formed.
Make one word out of two words.
Children are given cards with syllables arranged in a chaotic order and asked to make a word from them.

These exercises are aimed at developing the skills of sound-letter analysis and the ability to connect syllables. In addition to these tasks, invite children to match the names with the pictures shown. The specialist must form syntactic connections between words and the basics of grammar.

Therefore, in order for your child to learn to read and understand what he read, include exercises related to reading sentences and completing tasks for matching with suitable images, searching for a sentence that matches the meaning. You need to ask them to talk about what the child read and answer the question asked in the text.

An important area is working with deformed text. Children are offered incorrectly composed sentences. You need to distribute the sentences so that you get a single story. This task develops the ability to work not only with small syntactic units, but also with entire sentences.

These exercises will help the student overcome the difficulties of syllabic reading and learn to combine parts of words into a single whole and relate them to an object or action. But any specific form of dyslexia is rare; most often there are symptoms of several varieties. Corrective work should include tasks to eliminate these shortcomings.

Methods for eliminating semantic dyslexia

Methodology for correcting phonemic dyslexia Read more: Shipitsina L.M. Neuropsychological aspects of diagnosing children in the process of correctional and developmental education // Defectology, 1999. No. 5. P.3-10

3.3 Methodology for eliminating semantic dyslexia

Speech therapy work to correct semantic dyslexia is carried out in three directions:

development of syllabic synthesis;

development of the grammatical structure of speech, clarification of syntactic connections between words in a sentence,

expansion and clarification of vocabulary.

A. Development of syllabic synthesis

In the case when semantic dyslexia manifests itself at the level of a single word during syllable reading, the development of syllabic analysis is carried out.

Sample tasks for the development of syllabic synthesis:

Name a word pronounced using individual sounds; name a word spoken syllable by syllable; form a word from syllables given in disorder; name together a sentence pronounced syllable by syllable.

At the initial stage of work, the pauses between syllables are very short, later they increase. At later stages of work, the pauses between syllables are filled with words. For example: “First de, then ti, then ig...”. This technique greatly complicates the task of syllabic synthesis.

B. Methods of working on understanding reading words, sentences and text

Simultaneously with the development of syllabic synthesis and the lexico-grammatical structure of speech, the understanding of read words, sentences and text is clarified. The following tasks are used:

Read the word and show the corresponding picture; read the word and answer the question; Find in the sentence you read a word that answers the question who? What? what is he doing? Where? Where? or which one?; read the sentence and show the corresponding picture; read the sentence and answer the question based on its content; supplement the sentence reproduced by the speech therapist; supplement the sentence read with other words (using questions); repeat the sentence you read; find the answer to the question asked in the text; arrange a series of plot pictures in accordance with the text read; select a sentence from the text that corresponds to the plot picture; after reading the text, find an extra picture in a series of plot pictures; after reading the text, place the story picture in its place in the series of story pictures; after reading the text, find an error in the sequence of plot pictures; find an error in the text you read based on the correct sequence in a series of plot pictures; working with deformed text. After reading isolated sentences, compose a coherent text; make a plan for the text you read; retell the text read; come up with the beginning of the text you read; come up with the end of the text you read.

B. Methods of work to expand, clarify and systematize the dictionary

When eliminating semantic dyslexia, working on the child’s vocabulary plays an important role. Clarification and enrichment of the vocabulary is carried out primarily in the process of working on the words, sentences and texts read. Special work is needed to systematize the dictionary.

Sample tasks for clarifying and systematizing vocabulary:

Selection of synonyms for the read word; selection of antonyms for the read word; finding synonymous or antonymous words in the text; explanation of the meanings of the words read; correlating the read word with a general concept; expanding the scope of a general concept (For example: “An apple is a fruit. What other words do you know for fruit?”); coming up with several verbs for the read word-noun; selection of definitions for the read word-noun; characterize an object or living creature based on what you read.

3.4 Method for correcting optical dyslexia

With optical dyslexia, there are difficulties in mastering the visual image of letters, replacing, and mixing letters during the reading process. Optical dyslexia is based on difficulties in optical and optical-spatial analysis, undifferentiated visual representations, disturbances in visual perception and memory, underdevelopment of spatial perception and spatial representations.

In this regard, when eliminating optical dyslexia, work is carried out in the following directions:

development of visual perception and recognition (visual gnosis), including letter gnosis;

clarification and expansion of the volume of visual memory (development of visual mnesis);

formation of spatial perception and ideas;

development of visual analysis and synthesis;

formation of verbal designations of visual-spatial relations;

differentiation of letters mixed during reading (in isolation, in syllables, words, sentences and connected texts).

A. Formation of visual perception and recognition (visual gnosis)

In order to develop visual gnosis, the following tasks are offered:

Name outline images of objects; name the half-drawn outline images of objects; name the crossed out outline images of objects; determine what the artist drew incorrectly; select contour images superimposed on each other (like Popelreiter figures) (see APPENDIX 21); distribute the depicted objects by size (with real ratios of the sizes of objects) (see APPENDIX 22); distribute images of objects according to their real size (images of objects that are identical in size but actually differ in size are offered) (see APPENDIX 23); selection of pictures for a specific color background (Children are offered backgrounds (“lawns”) of different colors: red, yellow, blue, as well as pictures depicting objects of different colors: watermelon, cucumber, leaf, etc. The task is given to put the picture on their “lawn” ); completing the drawing of unfinished contours of circles and triangles; completing drawing of symmetrical images; compiling pictures cut into pieces; performing Raven tests; construction from Koos cubes.

B. Development of visual mnesis (memory)

In order to develop visual memory, the following tasks are offered:

Remember 4-5 pictures, and then select them among other pictures; remember 3-5 figures, numbers or letters, and then choose them among others (8-10), while only consonant letters are offered to avoid memorization by reading; arrange 3-4 pictures in the same sequence in which they were presented; arrange letters, numbers or figures from memory in the presented sequence; game “What’s gone?”; game “What has changed?

B. Formation of spatial perception, spatial representations, visual-spatial analysis and synthesis

In the process of speech therapy work on the development of spatial representations, it is necessary to take into account the features and sequence of the formation of spatial perception and spatial representations in ontogenesis, the psychological structure of visual-spatial gnosis and praxis, the state of spatial perception and spatial representations in schoolchildren with dyslexia and, in connection with this, carry out correctional work on to the following plan:

differentiation of the right and left parts of the body;

orientation in the surrounding space;

determination of spatial relationships between elements of graphic images and letters. In parallel with this work, the understanding and use of prepositional constructions denoting spatial relationships is being clarified.

Differentiation of right and left parts of the body

This work begins with isolating the leading hand. The following types of tasks are recommended:

Show which hand you should eat with, write, draw, say hello, say what this hand is called; raise either your left or your right hand, show a pencil with your left or right hand; take the book with your left, right hand.

After mastering the speech designations of the right and left hands, you can move on to differentiating other right and left parts of the body.

Orientation in the surrounding space

The formation of orientation in the surrounding space is based on children’s ideas about the right and left sides of the body, as well as verbal designations for the right and left hands. This work is carried out in the following sequence:

determining the spatial arrangement of objects in relation to the child, i.e. to oneself;

determination of spatial relationships between 2-3 objects and images;

determination of spatial relationships between elements of graphic images and letters.

D. Formation of letter gnosis, differentiation of visual images of letters

In the process of speech therapy work on the formation of a clear visual image of letters, the following tasks are proposed:

Find a letter among graphically similar ones; match letters written in different fonts; identify letters that are in the wrong position; name or write down letters crossed out with additional lines; trace the letter, color it, draw according to the proposed model; outline the outlines of the letters filled with dotted lines; add a letter; name the letters superimposed on each other; identify correctly and incorrectly written letters; recognize letters by their mirror image; constructing letters from elements.

When eliminating optical dyslexia, work is done to consolidate visual images of letters. The letter corresponds to some object of similar shape: O - with a hoop, Z - with a snake, F - with a beetle, etc. To differentiate the images of letters, it is proposed to memorize poems by S. Marshak, S. Mikhalkov, V. Berestov, K. Chukovsky and others.

A feature of speech therapy work in a correctional school is the careful dosage of tasks and speech material. Due to the fact that impairments in written speech in this category of junior schoolchildren are persistent, speech therapy work is carried out over a longer period of time than work with normal children.

Conclusion

Dyslexia in children is defined as a partial disorder in the process of mastering reading, caused by the immaturity of higher mental functions involved in the reading process. Reading disorders in primary schoolchildren with mental retardation are the most typical and pronounced disorders.

Specific reading disorders (dyslexia) should be distinguished from reading errors of a different nature: from errors that naturally occur in the initial stages of mastering reading, from reading disorders in children who are pedagogically neglected and have difficult behavior. A feature of dyslexic errors is their persistent and repetitive nature.

The symptoms of dyslexia are complex and varied. It depends on many factors: the nature of the etiology and pathogenesis, the age and personal characteristics of the child, the stage of acquisition of reading skills, the state of oral speech, the methodology of teaching literacy, the effectiveness of speech therapy.

With dyslexia, the following groups of errors are observed: 1) failure to learn letters; 2) letter-by-letter reading; distortion of the sound-syllable structure of a word; 4) replacing words; 5) agrammatisms; 6) impairment of reading comprehension.

Our analysis on various aspects of reading impairments in children with mental retardation shows that reading impairments are caused by the underdevelopment of a number of speech and non-speech functions. These disorders are secondary manifestations of mental underdevelopment and are the result of a delay and deviation in the process of formation of higher mental functions.

Thus, we noticed correlations between reading impairments and insufficiency of memory, attention, successive and simultaneous processes.

Phonemic and optical dyslexia are common in children with mental retardation. The most common type of dyslexia in the children examined was phonemic dyslexia, associated with underdevelopment of phonemic perception and phonemic analysis.

During the correctional work, it became clear that the most important prerequisite for learning to read and write is awareness of the phonemic structure of a word. Phonemic analysis is a complex process of mental activity. In the process of phonemic analysis, a word is not only recognized on the basis of perception and discrimination of phonemes, but is also broken down into its component elements, sounds. Thus, phonemic analysis is a complex analytical function and requires targeted pedagogical influence in order to form it. It should be noted that for normal mastery of reading and writing, mastering complex forms of phonemic analysis (the ability to determine the sequence, quantity, and place of sounds in the structure of a word) is especially important.

In second-graders with mental retardation, simple forms of analysis turned out to be relatively developed during the examination. Violations were revealed when performing tasks requiring complex forms of phonemic analysis.

Our studies showed that the ability to isolate the initial stressed vowel was relatively intact in children with mental retardation. Isolating the first consonant sound caused difficulties. Children with mental retardation often emphasized not the first sound, but the first syllable. Similar difficulties were noted when isolating the final vowel sound. The children also named the final syllable instead.

Violations of phonemic analysis in children with mental retardation are aggravated by insufficient development of auditory pronunciation differentiation of speech sounds. These children show inaccuracy in the auditory differentiation of voiced and voiceless consonants, hard and soft, whistling and hissing, affricates and the sounds that make up them.

The factors described above determine the high prevalence of phonemic dyslexia in children with mental retardation.

Due to the fact that speech disorders in this category of children are often systemic in nature and affect many aspects of the speech system, I would like to emphasize the need for a differentiated and systematic approach to the correction of speech disorders in primary schoolchildren with mental retardation, which involves the development of the entire speech system as a whole, the correction of disorders all components of speech activity in their interrelation and interaction, and knowledge of the general and particular patterns of the pathogenesis and symptoms of dyslexia in this category of children will make it possible to more accurately diagnose reading disorders, correctly build speech therapy work on the prevention and elimination of dyslexia in the complex process of rehabilitation of children with developmental disorders.

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... twice as bad as a normal child. Speech underdevelopment is manifested in a significant deviation from the norm in the formation of phonetic concepts underlying sound analysis. Children of primary school age with speech underdevelopment are characterized by impaired reading expressiveness, lack of necessary pauses defined by punctuation marks, failure to observe pauses at the end of sentences, abrupt...

Formation of phonemic processes in dyslexia in children of primary school age

116749

... reading among primary schoolchildren makes the problem of identifying a predisposition to dyslexia in children of primary school age relevant (A.P. Voronova [13], L.F. Efimenkova [20], A.N. Kornev [29], etc.). In order to properly organize remedial education for first-graders with deficiencies in the phonemic system that is adequate to speech defects, it is necessary to have a clear understanding of the manifestations...

Speech therapy work on the formation of word formation in children with mental retardation

113955

... ); § reproduction of the initial form of the word (horse - horse, cow - cow) Summarizing the above, we can conclude that the development of word formation of animal names in children with mental retardation is at a low level. Formation of nouns with a feminine meaning When completing the task for the formation of nouns with a feminine meaning, ...

Features of using the analytical-synthetic method of teaching writing to primary school students at school for children with severe speech impairments

59460

... an analytical-synthetic method of teaching writing to primary schoolchildren with severe speech impairments. Chapter 3. The effectiveness of using the analytical-synthetic method of teaching writing to primary school students in a school for children with severe speech impairments (control experiment) To assess the effectiveness and efficiency of using the analytical-synthetic method of teaching writing ...

Examples of exercises to correct dyslexia

If a child has phonemic hearing impairments, then work needs to be done to differentiate mixed sounds. To do this, use paronymous words (differing in one sound), the adult asks to point to the right one. The articulation of sound is explained to children in detail - this is important, because in elementary school a child relies on pronunciation when writing.

An important direction in the correction of dyslexia is the formation of skills in sound-letter analysis and word synthesis. The child is introduced to the concept of “word” (for example, it can be denoted by a rectangular figure or other symbol). The adult offers to draw up a sentence outline - lay out the required number of words. They offer tasks to compose sentences with a certain number of components, to come up with them in accordance with the plot picture.

A separate area is working with prepositions, which can be described as “small words”. When making proposals, add them too. Also, the teacher’s task is to teach children to correctly divide into syllables, rearranging them to create new words, and choose them in accordance with a given number of syllables. A special direction is to highlight the stressed syllable. When working with the formation of sound-letter analysis skills, be sure to use various schemes to make it easier for the child to learn the material.

Preventive measures

Due to the fact that in modern speech therapy there is a sufficient amount of information about dyslexia with dysgraphia, it is now possible to prevent the occurrence of violations of the reading and writing processes. The purpose of such classes is to help children master literacy. Exercises should not be carried out in the form of lessons, but as didactic games:

A game with cards with a word written on them. Make up a sentence from them and read it out loud. The adult invites the child to compose a sentence from the cards by ear on their own.
The child is given a dictation to write an excerpt from a fairy tale or his favorite story.
This is an exercise to develop phonemic awareness. The child is shown cards with their names written on the reverse side. The adult says the word, and the child must independently find the appropriate picture.
Composing words from syllables.

Such preventive tasks will allow you to develop and refine initial reading and writing skills. Offer your child tasks to improve writing skills, because reading and writing are interconnected, therefore, in addition to dyslexia, the child will have difficulties with writing - dysgraphia.

Diagnosis of dyslexia

The first step in diagnosing dyslexia is to visit your pediatrician. Having examined all the signs and made a conclusion about the need for treatment, he will refer the child to a speech therapist, who will carry out the main work with him.

In most cases, speech therapists begin to collect a detailed medical history (all the necessary information about the course of the disease). Most likely, you will need to tell how the pregnancy proceeded, whether there is a genetic predisposition to such ailments, whether the child has congenital diseases, how the child developed in the first years of life.

Having collected all the data, the speech therapist will find out how developed the child’s reading, writing and speech skills are, what are the features of the formation of these skills, how developed the articulation apparatus is and what is the development of motor skills. If the child is already going to school, the doctor will find out what his progress is in literature and the Russian language.

In addition, the specialist may conduct several specialized tests, such as listening, rewriting, and reading aloud. If deviations are detected, the speech therapist will determine the characteristic features of the disease and determine its type.

When is the best time to start classes?

To prevent a child from having problems with reading and writing in elementary school, it is necessary to carry out corrective work to overcome speech impairment. If a child with dysarthria has not been taught, then difficulties may arise in mastering literacy. If work to overcome speech deficiencies began to be carried out at school age, then it is necessary to simultaneously correct the pronunciation of sounds.

The sooner you start correcting dyslexia and dysgraphia, the easier it will be for your student to master the school curriculum. Because the school curriculum will become more complex, the child may have more errors in reading and writing. In addition, there is a possibility that by adulthood, errors while reading and writing words become automated and will be more difficult to eliminate.

Dyslexia and dysgraphia can be successfully corrected, provided that the form of the disorder is correctly identified. The key to the success of your classes is their systematicity and consistency, and the correctly selected method of therapy. The intensity of the lessons depends on the individual characteristics of the child and the forms of dysgraphia and dyslexia.

What is dyslexia?

Dyslexia is a condition where a child has difficulty learning to write and read, although he is otherwise physically and intellectually well developed. Conceptually, dyslexia was first described in 1968 at the International Conference of Neurologists. According to various calculations by scientists, about 12 percent of children suffer from dyslexia to one degree or another. Moreover, as a rule, boys are more susceptible to it than girls.

Children with dyslexia cannot distinguish between sounds and shapes. They also do not see the difference in numbers and letters, and therefore make many spelling errors in one sentence. Dyslexics' writing appears unattractive and illegible. Often such children are mistakenly considered lazy and “unpromising.” They, as a rule, receive the worst grades, and initially they enter school practically unprepared.

Dyslexia is a whole layer of cognitive impairments that certainly require professional therapy. Otherwise, children will enter adult life being completely unadapted to it. And, as you know, with age, problems with learning and mastering new skills become more and more difficult, and it is no longer possible to catch up. Dyslexics often feel worse than others and have serious complexes.