Article. Causes of reading disorders in students primary school correctional schools of the VIII type.
Place of employment: Primary school teacher Prigorneva Tatyana Aleksandrovna SBEI "Valuy special boarding school" Valuyki.
Description of the material. This material will be useful for teachers working with children with disabilities. Teaching students to read handicapped health in primary school is carried out in accordance with an adapted program developed on the basis of the "Program of special (correctional) educational institutions VIII species 1-4 classes, edited by V.V. Voronkova. - M.: Education, 2013
One of actual problems modern school there remains the problem of increasing the effectiveness of the educational process and overcoming school failure. An important reason for school failure is the difficulty in mastering reading. Teachers of primary classes of special correctional schools of the VIII type know that many students have difficulty mastering reading skills. These children need special correctional and developmental education. The contingent of students is heterogeneous in terms of the characteristics of perception, memory, mental activity, disorders of psychophysical functions, and speech development.
Correction work dyslexia(reading disorders) takes important place in corrective work with children with disabilities. Successful mastery of reading contributes to the development of the analytical and synthetic activity of such children, the development of the dictionary and the grammatical structure of speech. At the same time, timely elimination of reading disorders prevents the occurrence of dysgraphia, since the occurrence of dyslexia and dysgraphia is caused by common etiopathogenetic factors.
The work on this problem by teachers of primary classes of special correctional schools of the VIII type must begin with a diagnostic study of the psychological characteristics of children (memory, perception, thinking); identification of the general and speech development of children, the development of phonemic hearing, pronunciation; level of development of visual and spatial perception
Students with disabilities experience particular difficulties in learning to read. According to a number of researchers, the psychophysiological basis of reading difficulties is the slow rate of reception and processing of visually perceived information, the establishment of associative links between the visual, auditory and speech motor centers involved in the act of reading, the low rate of thought processes that underlie the comprehension of perceived information, the weakness of self-control . Difficulties in students understanding the meaning of what they read are hindered by the lack of fluency and correctness of reading, shortcomings in reading technique (a large number of errors, low pace).
Teaching reading to students with disabilities in the primary grades is carried out in accordance with an adapted program developed on the basis of the “Program of special (correctional) educational institutions of the VIII type, grades 1-4”, edited by V.V. Voronkova. - M.: Education, 2013
This program takes into account their psychophysical characteristics of children in this category and is aimed at correcting and compensating for developmental disorders existing in schoolchildren. It is known that the successful assimilation of all academic subjects is possible only on a good language basis.
The task of a teacher teaching children with disabilities to read is to form in them strong skills of conscious, fluent, expressive reading, to introduce children to the world fiction, to work with the book; develop imaginative thinking, cultivate moral qualities.
Improving the quality of reading among primary school students studying under the program of correctional schools of the VIII type can be achieved if systematically conducted corrective exercises to eliminate reading disorders are included in the training.
To solve this problem, it is necessary to refer to the recommendations and works of scientists - defectologists and to the experience of teachers, practitioners, scientists - innovators. As the main reasons for the occurrence of reading disorders in primary school students of correctional schools in domestic correctional pedagogy, the following are considered: 1) phonetic-phonemic underdevelopment of speech (G. A. Kashe, R. E. Lenina, etc.); 2) general underdevelopment of speech (G. A. Kashe, L. F. Spirova, etc.); H) level mental development(A.N. Kornev, N.A. Tsytsina and others).
Speech disorders in schoolchildren of correctional schools were studied by M. E. Khvataev, R. E. Levina, G. A. Kashe, D. I. Orlova, M. A. Savchenko, E. F. Sobotovich, E. M. Gopichenko, R I. Lalayeva, KK Karlep and others. According to these studies, in the primary grades, pronounced defects are observed in 40-60% of children. According to M. E. Khvattsev and G. A. Kashe, the number of children with speech defects is much higher in the very first grades of a correctional school.
Analyzing the characteristics of speech in students with disabilities, V. G. Petrova identifies a complex of diverse factors that cause speech disorders, noted that the main cause of abnormal development and speech disorders in such children is the underdevelopment of cognitive activity. A decrease in the level of analytical and synthetic activity is manifested in a violation of phonemic perception, a complex mental activity in differentiating speech sounds.
The pronounced unevenness of mental development, certain features of the structure of the intellect, the lack of voluntary attention and memorization are the cause of reading disorders. It is impossible not to take into account unfavorable external factors (incorrect speech of others, bilingualism, lack of speech contacts, unfavorable family environment). In connection with the general underdevelopment of analytical-synthetic activity in such children, the formation of all language generalizations is difficult, they learn the laws of language slowly and qualitatively differently than normal children.
Limited ideas about the surrounding world, weakness of speech contacts, immaturity of interests, reduced need for speech communication are significant factors that cause slow and abnormal development of speech in children with disabilities.
Speech disorders in children with disabilities are systemic in nature. In such children, operations and levels of generating speech utterances (semantic, linguistic, sensorimotor levels) are disrupted to varying degrees.
Speech disorders in children with developmental disabilities are diverse in their manifestations, mechanisms, level, and their consequences are various reading disorders.
The process of mastering reading by children with disabilities proceeds slowly, is characterized by qualitative originality and certain difficulties. All reading errors in these children can be divided into 5 groups:
1) Failure to assimilate letters. In children with disabilities, there is a lack of assimilation of letters of varying severity: from the failure to assimilate a few letters to the failure to assimilate 20-25 letters. Failure to assimilate letters is found in 51% of pupils of the 1st grade and in 6.6% of pupils of the 2nd grade of a correctional school out of the number of pupils with reading disorders.
2) Letter-by-letter reading. In some cases, children cannot even merge individual syllables, naming the letters one by one. In others, after the isolated naming of letters, children pronounce the syllable together. Among pupils of the 1st grade, letter-by-letter reading is observed in 49% of schoolchildren with reading disorders. In the 2nd grade, letter-by-letter reading is found only in 26% of children with reading disorders.
H) Distortion of the sound and syllabic structure of the word. Numerous distortions of the sound-syllabic structure of the word are noted, various in nature: a) omissions of consonants during confluence (bench hint); b) omissions of consonants and vowels in the absence of confluence (locomotive-parvoz); c) add sounds (in the rain-rain); d) permutation of sounds (shovel - lotapa); e) omissions, permutations of syllables (kanava-kavana). In the 1st grade, the distortion of readable words is observed in 38% of students with reading disorders, in the 2nd grade - in 10% of children with reading disorders.
4) Violations of reading comprehension. Difficulties in understanding words, sentences, text are noted in 17% of children in the 1st grade with reading disorders. In the 2nd grade, 60% of children with dyslexia find it difficult to understand what they read.
5) Agrammatisms manifest themselves in schoolchildren at the stage of synthetic reading techniques, especially starting from the 2nd grade of a correctional school. They manifest themselves in violation of the morphological structure of the word, in the replacement of prefixes, suffixes, endings, in violation of their understanding and use in the process of reading (wanted - “wanted”, dove - “dove”).
Schoolchildren have violations of all components of the reading skill: the way of reading, correct reading, reading comprehension, expressiveness of reading.
Reading disorders in schoolchildren of a correctional school most often manifest themselves, especially in grades 1-2, not in an isolated form, but in complex form, in a combination of various forms, which is associated with a global underdevelopment of cognitive activity, with impaired oral speech.
MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA
federal state budgetary
educational institution of higher
vocational education
"Smolensky State University» (Smolensk State University)
Department of Special Pedagogy
Reading lessons at the VIII type school
4th year students
Faculty of Primary and Special Education
Sivakova M. A.
Supervisor:
cand. ped. Sciences, Assoc.
E. A. Kolodovskaya
Smolensk
Introduction
Chapter I
Chapter II. Experimental studies of reading skills in children at the VIII type school
3 Research on oral language in children with intellectual disabilities
Conclusion
List of studied literature
speech reading impaired intelligence
Introduction
The urgency of the problem. Learning to read is an important milestone in every child's life. Mastering the reading skill of children with intellectual disabilities is of fundamental importance, since the effectiveness of the further teaching of a student in all other subjects directly depends on how his reading skills are formed. Psychologists have noticed that children first learn to read and write, and then through reading and writing.
Reading lessons are an effective means of moral, aesthetic and environmental education of children with intellectual underdevelopment. It is in these classes that children begin to realize the beauty native nature, get acquainted with the history of Russia, with the various actions of adults and children, learn to evaluate them.
At reading lessons, the overall development of students is significantly increased, their understanding of the world is expanding. Children learn a lot of interesting things about people, their work, about nature.
The contingent of special (correctional) School VIII type is heterogeneous in nature and degree of sensory, speech and intellectual insufficiency, children in the process of learning to read find themselves at different stages of mastering this skill. So, in the 2nd grade, some students can already read together separate words that are simple in structure. Most children are just learning syllabic reading, but there are some students who continue to keep letter-by-letter reading. Such heterogeneity in the levels of mastering the skill, unfortunately, tends to persist in the upper grades. Growing older, children with insufficiently good level of reading skills experience psychological inconvenience. They are embarrassed to read in the presence of well-read children, tend to move away from the type of activity in which they are not successful. How can you help these children?
The task of the defectologist teacher is to maintain a favorable psychological environment at different stages of the educational process. And the most important thing is to strive to understand the psychological nature of mistakes at different stages of learning to read and to determine methods for overcoming these mistakes.
The urgency of the problem, its practical significance and insufficient development determined the choice of the object, subject and hypothesis of the study.
Object of study: reading lessons at the VIII type school.
Subject of study: conditions for the effectiveness of mastering reading skills by children in a VIII type school.
An analysis of the state of the issue in the theory and practice of remedial education made it possible to formulate a research hypothesis.
The hypothesis of this study was the assumption that the conditions for the effective mastering of reading skills by children with intellectual disabilities are: the systematic and purposeful work of the teacher to identify the similarity of unformed aspects of speech and the grouping of children into separate microgroups on this basis, as well as a correctly planned plan for the directions of correctional work.
Based on this, the purpose of the study is to determine the conditions for the effectiveness of mastering reading skills by children in a school of the VIII type.
Research objectives:
Based on the analysis of speech therapy, psychological, neuropsychological and psycholinguistic literature, to determine modern scientific and theoretical approaches to the study of the issue of reading lessons for children in the VIII type school.
Examine specific reading errors in younger students.
To experimentally verify the effectiveness of the identified features of diagnosis and correction in the practice of working with children of primary school age suffering from dyslexia.
The most important sources of research:
literature on issues of history, special psychology, special pedagogy, theory and methodology of the problem;
study guides for students of pedagogical universities;
articles on defectology.
To test the hypothesis put forward, to solve the tasks set, a research program was developed, which included the following research methods:
) study and analysis of theoretical literature on the research problem;
) analysis and generalization of the material obtained in observations, conversations, development of a hypothesis;
) study of the state of the problem in the experience of teachers;
) monitoring the educational process;
) study of pedagogical documentation;
) planning and conducting the experiment;
) study of the results of the activities of schoolchildren;
) interpretation of the obtained data in methodological recommendations.
Practical significance of research - development guidelines in the correction of reading disorders in junior schoolchildren with intellectual disabilities.
Theoretical conclusions and practical results: can be used in the VIII type school.
Approbation of the results of the study - the main provisions and results of the work were reported at the practical classes of students in special psychology and special pedagogy.
The provisions put forward for defense - the conditions for the effective mastering of reading skills by children with intellectual disabilities are: the systematic and purposeful work of the teacher to identify the similarity of the unformed sides of speech and the grouping of children into separate microgroups on this basis, as well as a correctly planned plan of directions for correctional work.
The volume and structure of the work - the work consists of an introduction, two chapters and a conclusion, a list of literature studied. The volume is 65 pages of computer typing, the work contains 4 tables and 1 graph.
CHAPTER I. Theoretical foundations for conducting reading lessons at a school of type VIII
1 The concept of reading lessons in a school of type VIII
The main task of reading lessons is to develop in children the skills of correct, fluent, expressive and conscious reading. In addition to the tasks common with the mass school, reading lessons in a special school perform the function of correcting shortcomings. In children with intellectual disabilities, pronunciation is corrected, attention becomes more stable, memory improves, some defects in logical thinking are smoothed out, in particular, difficulties in establishing the sequence and connection of events, the causal dependence of phenomena. Work on the content of what has been read to a large extent helps to correct the shortcomings of figurative perception, activate the vocabulary of children, to some extent eliminate violations of monologue speech, and improve the verbal system of thinking.
It should be noted that reading lessons at the VIII type school are divided into two stages:
explanatory reading
literary reading
Explanatory reading - involves, first of all, the placement of works in textbooks, depending on the thematic principle. The explanation of the content of the work and its analysis is based on the children's experience or on those phenomena that take place in this moment before their eyes.
Literary reading - has a monographic principle of material arrangement (chronological). Several lessons are given to study the work of one writer. The explanation and analysis of the work is based on the knowledge of children, but the reliance on their experience is also not excluded. The biography of the writer is being studied. Works of both small and large forms are used. Novels, plays, poems, excerpts from novels, ballads appear.
The structure of reading textbooks is determined by program requirements. In grades 2-6, explanatory reading is carried out, which is a whole system of training sessions, during which schoolchildren improve their reading technique, develop the ability to analyze works, explain the actions of characters and the causation of events. The accessibility of the analysis is ensured by grouping the material according to certain topics related to the lives and experiences of children. These are seasonal changes in nature, moral and ethical problems (“What is good?”, “Friendly family”, “Our Motherland”, etc.). Such an arrangement of the material gives the opportunity to rely in the analysis of works on the currently observed seasonal changes in nature, school and class events, the actions and deeds of children. Starting from the 5th grade, students' knowledge of the history of Russia is involved in the analysis of works. The availability of reading comprehension is also achieved through a special selection of works by genre. In books for reading for grades 2-6, as a rule, they include works of small forms: short stories, fairy tales, poems, fables, proverbs, riddles, small in volume and accessible in plot. In addition to works of art, popular science articles are placed in textbooks. Their content in textbooks for elementary grades largely reflects the topics of lessons in the development of oral speech.
From the 7th grade, the so-called literary reading begins. Schoolchildren get acquainted with the works of the classics of Russian literature or with fragments from these works, read the works of contemporary writers and poets, study the biographies of the authors. The arrangement of the material in chronological order gives the teacher the opportunity to systematize the knowledge of children in the field of Russian and modern literature by the end of the training.
The volume of texts noticeably increases, the plot, the imagery of its transmission become more complicated, the genre characteristics of the material become more diverse. In addition to stories, poems, fairy tales, textbooks for grades 7-9 contain fragments from works of art of large forms (tales, poems, ballads).
The complication of the content of works requires work not only to update the experience of children, but also to form knowledge about a particular era described in the work, about the circumstances of the author's biography that served as a source of creativity, etc.
The sequence in developing reading skills is determined by the Russian language program for a special (correctional) school. In the 1st grade, children develop the skills of spelling correct syllabic reading, the ability to answer questions. In the 2nd grade, work continues on syllabic reading with a subsequent transition to reading structurally simple two-syllable words in whole words. Children are taught to retell the content of the material they read close to the text. In the 3rd grade, students continue to master the skill of reading whole words. With the accumulation of words perceived globally, assimilation of knowledge about stressed and unstressed vowels, voiced and voiceless consonants, students gradually switch to orthoepic reading. They learn to read unstressed [o] as [a], deafen voiced consonants at the end of a word, read hoo - him as [ova] - [eva], etc. In the same class, from the second half of the year, schoolchildren begin to read simple texts to themselves, transmit the content of the read in faces. In the 4th grade, the skills of correct, conscious and expressive reading are fixed. Students read aloud and to themselves, master the full and selective retelling of the text they read. In the 5th grade, reading technique continues to improve, and in the 6th grade, students should be led to fluent reading. The focus here and in subsequent classes is on reading comprehension. In this regard, the ability to highlight the main idea in the read, to identify one's attitude to actions is being worked out. actors, give them a description, find means of linguistic expressiveness, retell the text fully and briefly, with a change in the face of the narrator, divide the work into parts, title them.
From the above, we can conclude that in order to successfully master reading, a student must have the following communication skills:
desire to communicate
listening skills
ability to navigate the situation
ability to plan and implement a statement
knowledge of the norms and rules of communication
ability to control speech
Consider dyslexia and its types.
Dyslexia is a partial specific violation of the reading process, due to the lack of formation of higher mental functions and manifested in repeated errors of a persistent nature.
Schoolchildren with intellectual disabilities have the following types of dyslexia:
phonemic dyslexia. It is caused by the underdevelopment of the functions of the phonemic system: auditory differentiation of phonemes, phonemic analysis and synthesis. In this regard, phonemic dyslexias are divided into two subgroups:
a) Reading disorders associated with underdevelopment of auditory differentiation of phonemes, i.e. inaccurate speech sounds. In the process of reading, children show difficulties in assimilating and distinguishing the corresponding letters, which is manifested in the substitutions of letters denoting phonetically similar sounds. For example, instead of dragging - duskali , egg-egg .
b) Reading disorders associated with the underdevelopment of phonemic analysis and synthesis, which manifest themselves in letter-by-letter reading, distortion of the sound structure of the word (insertions, omissions, permutations of sounds), difficulties in reading the reverse syllable. For example, the hand hand ,duck - tu-ka , doll - ku-la , remained - sotala , fed - fed .
Agrammatical dyslexia is caused by the underdevelopment of grammatical generalizations and manifests itself in distortions and replacements of certain word morphemes, most often inflections. This dyslexia is found in the late stages of the formation of reading skills, when a semantic guess begins to play an important role in the process of reading. A student with intellectual disability often distorts endings, suffixes, prefixes in the process of reading. For example, mom washes the frame , sweet apple , boys running , ran across - ran .
Semantic dyslexia (mechanical reading) is a violation of reading comprehension with technically correct reading. It is caused by two factors: a) underdevelopment of sound-syllabic synthesis; b) fuzziness, non-differentiation of ideas about the syntactic relationships of words in a sentence. The division of a word into syllables is common cause misunderstanding of the readable word, sentence, because when reading a word syllable by syllable, he cannot combine these syllables into a single word, combine a word artificially divided into parts and the corresponding word of oral speech, i.e. does not recognize him.
Optical dyslexia is associated with underdevelopment of higher visual functions: visual analysis and synthesis, optical-spatial representations. In the process of mastering reading, these children have difficulties in assimilation of graphically similar letters, their mixing and replacement when reading (t-g, d-l, v-z, r-b, x-zh, f-k, etc.).
Mnestic dyslexia is manifested in the difficulties of mastering all letters, in undifferentiated substitutions of letters when reading, which is explained by the difficulties in establishing connections between sound and letter. The child does not remember which letter corresponds to a particular sound.
Most often, these children have phonemic, agrammatical and optical dyslexia.
2 Features of mastering reading skills by students with intellectual disabilities
A complete reading skill is characterized by the following qualities: correctness, fluency, expressiveness and awareness. The process of formation of each quality in students with intellectual disabilities is quite peculiar. The originality manifests itself already in the period of learning to read and write: children slowly memorize letters, mix graphemes similar in outline, correlate sound with a letter not quickly enough, for a long time cannot switch from letter-by-letter reading to syllabic, distort the sound composition of words, experience great difficulties in correlating the read word with object, action, sign.
Correct reading in such children is worked out with certain difficulties. Such researchers as Zh.I. Shif, M.F. Gnezdilov, V.G. Petrova, R.I. Lalaeva, V.V. Voronkova et al. write that children with intellectual disabilities make a large number of mistakes that distort the sound composition of a word. Approximately 80% of students in the first year of study admit various violations of correct reading. Unfortunately, violations of correct reading persist in the upper grades.
Work on the correctness of reading is most intensively carried out in grades 1-3, this is due to the fact that the material itself is not very voluminous. Techniques for correct reading:
) Multiple reading of the text with the change of tasks:
reading on assignment;
chain relay;
selective reading;
reading by roles (from the 3rd grade).
) Conducting speech exercises (five minutes) that precede the reading of the text, the main purpose of which is to prepare students to read difficult words and switch to a more perfect way of reading.
) The use of various game techniques:
the game "Be attentive" (in the table, words similar in sound composition - warmed up, darkened);
the game "Camera" (words or sentences are quickly shown, you need to read, remember, repeat, memory and field of vision are formed);
game "Tugboat" (the teacher reads, the children follow; then the children read, in turn, starting with strong students).
) Inclusion in reading of students with poor reading technique:
reflected reading (a strong student reads, a weak one repeats);
choral reading;
reading with continuation (a strong student starts, a weak one continues);
follow, you will correct mistakes (no more than one sentence).
Reading fluency. As the program requirements for reading technique become more complex, a number of new difficulties arise. Students with intellectual disabilities accumulate syllabic images very slowly. This is due not so much to the insufficiently fast correlation of sounds and letters, their mixing, difficulties in merging one sound with another (these shortcomings are to some extent overcome even in the 1st grade), but to the fact that children do not understand the generalized syllabic image and try to mechanically memorize each syllable separately.
The inertia, the attachment to any one mode of action, characteristic of such children, hinders them in the transition from analytical to synthetic reading methods (from syllables to whole words). As a result, schoolchildren, having begun to read by syllables, hardly switch to reading in whole words, even well-known and mastered lexemes. And vice versa, having immediately read the first word, they try to read the next one just as quickly, but, as a rule, they are mistaken.
The development of reading fluency is also hampered by the fact that the field of vision in children with intellectual disabilities is limited. They usually see only that letter (that syllable) to which their gaze is currently directed. In addition, such children cannot use semantic conjecture for a long time, which is associated with their main defect - intellectual insufficiency.
Reading fluency is a qualitatively new stage in this process, when the speed of perception of the text increases so much that understanding is ahead of pronunciation in time. Pupils of a public school develop reading fluency quite quickly and mostly evenly: in the 1st grade they read at a speed of 30-40 words per minute, by the end of the 2nd grade the number of words read in the same unit of time increases to 70, and by the end of the 2nd grade 3rd grade - up to 90. By the 5th grade, the reading speed reaches the rate of reading an adult - 120-150 words per minute (with sufficiently expressive reading aloud).
In schoolchildren with intellectual disabilities due to difficulties in comprehending the text, poverty of the speech reserve, slow formation of semantic guesses and narrowness of the visual field, the reading rate is about two times slower than in normal children. At the same time, there is a significant amplitude of fluctuations in the reading speed of individual students. Studies show that the average reading speed in the 5th grade is 47 words per minute, in the 6th - 60, in the 7th - 70. Best result reading speed for students from 5th to 7th grade: 70, 96, 103; worst: 18, 42, 51. At the same time, the reading rate of such children, to a greater extent than that of students in a mass school, depends on the informational, lexical and structural complexity of the text. The more complex the text, the slower the children read. However, in the group of weak readers, according to N.K. Sorokina, there is no big gap in the pace of reading. Probably, such students realize only the technical side of reading without the semantic processing of the text. It is also indicative that even 8th grade schoolchildren slowly and unevenly increase the pace of reading relatively complex texts.
Insufficiency of sound analysis and synthesis, violation of the pronunciation side of speech, weakness of visual perception, reduced efficiency and attention, poverty of the dictionary and imperfection of the grammatical structure of speech, difficulties in understanding logical connections - all this leads to the fact that mentally retarded children read the text with significant distortions: they skip, rearrange, replace letters, syllables, merge the end of one word and the beginning of the second, lose a line, etc. persistent, which persists even in high school and inhibits the development of fluent reading skills.
Techniques for developing fluent reading:
multiple reading (by paragraphs, relay race, selective, by roles, reading the text and dividing it into parts, title each part, compiling the characteristics of the characters);
speech warm-up (five minutes)
a combination of cursor (fluent) and stator (analytical) reading based on the text being studied;
game moments are the same as when working on correct reading;
reception of counting words ("buzzing" reading);
development of semantic conjecture;
visual dictations (grades 4-5). Conducted at the lessons of the Russian language (spelling five minutes).
If we talk about the skills of expressive reading, then the following can be noted here: in the first years of education, children do not follow the correct pace of reading, violate logical pauses, and distribute their breath incorrectly. Reading is either too loud or too quiet. In general, it is characterized by monotony. As the level of fluency and awareness of reading increases, so does its expressiveness. At the same time, like children with normal intelligence, many students have good abilities for expressive reading.
Tasks for developing the skill of expressive reading:
work out the technique of speech (diction, breathing, orthoepic pronunciation);
help children with greater or lesser awareness to master the basic means of intonation;
overcome those shortcomings that are associated with a violation of voice modulation.
Methods of work on the formation of expressive reading skills:
) imitation of the teacher's speech:
Tongue Twisters;
choral reading;
articulation gymnastics;
physical minutes;
) methods of work on the formation of expressive reading skills (continued):
participation in amateur performances;
work on logical stress in answering questions;
reading by roles, dramatization of the text;
listening to a recording;
receiving notation.
General intellectual deficiency and underdevelopment of speech lead to a violation of reading awareness.
In the study by V.Ya. Vasilevskaya analyzes in detail the difficulties that schoolchildren with intellectual insufficiency of the lower grades experience when comprehending the text. Children find it difficult to establish the causal dependence of phenomena, their sequence; they are unable to understand the motives of the actions of the characters, the main idea of the work without the help of an adult. These shortcomings are especially sharply manifested in cases where there is a discrepancy between the specific facts described in the work and the inner meaning of what is happening. Even the children's experience does not always help the correct assimilation of the content of the work. Often, due to the coincidence of outwardly similar moments (the title of the text, the same names of the characters, etc.), random associations are activated. As a result, a fragment of the text "... ceases to be part of the whole and becomes the starting point for its own, only situationally close associations, often leading far from the content of the text."
The fragmentation of the perception of the content of the read is aggravated with an increase in the number of characters and places of action. In such cases, students, as a rule, reduce the number of actors, attribute to one hero the actions of another. Violation of visual-figurative thinking leads to an inaccurate and sometimes distorted representation of the situation described in the story. The poverty of the vocabulary of schoolchildren, the inaccurate understanding of many words, the inability to delve into the essence of figurative expressions, the misunderstanding of phrases used in a figurative sense, make it even more difficult to assimilate the content of what is being read.
As children move from class to class, reading comprehension improves. The range of topics in which schoolchildren begin to navigate is increasing, correctly perceiving not only the information contained in the text, but also the semantic connections between blocks of information units. However, high school students continue to have a fragmentary perception of what they read. Moreover, as the pace of reading develops, gaps in individual moments of the narrative increase, which can lead to incomplete or inaccurate understanding of what is read (unlike in the lower grades, a complete distortion of the semantic structure is much less common here). The difficulties associated with understanding the main idea of the work are not overcome to the end. All this indicates that the violation of mental operations limits the ability of schoolchildren to master the skill of conscious reading to a greater extent than any other quality of the latter.
Difficulties in reading text comprehension experienced by children:
difficulties in oral logical connection between actions, events, etc.;
misunderstanding of the ideological meaning;
misunderstanding of the subtext;
poorly establish temporary connections, especially if the description is given in a multi-temporal plan;
figurative perception is broken;
the perception of visual means of language is difficult;
fragmented assimilation of events, especially if there are a large number of actors or places of action;
The experience and knowledge available to such schoolchildren does not always help to correctly assess the events described in the work, and sometimes prevent them from making the right conclusion.
Tasks of work on the formation of conscious reading:
to expand the possibilities of children in understanding the informational meaning of the work;
learn to clearly establish semantic connections;
help in understanding the ideological meaning of the work.
Methods of work on the formation of the skill of conscious reading:
) analysis of the meanings of synonymous words.
) analysis of the meaning of synonymous words and their comparison with words from the read work.
) independent inventing of synonyms and comparing them with the readable text.
) selection of a word with the opposite meaning to a given word, explanation of the meaning of the word, compilation of phrases, sentences with these words.
) work with mixed rows of words close and opposite in meaning (synonyms and antonyms).
) work with phraseological units.
) learning the ability to predict the content of the text and the development of semantic guesses.
) exercises aimed at determining the semantic structure of the text, the connection of the semantic parts of the text.
) exercises aimed at developing the metaphorical nature of schoolchildren's speech, the correct perception of the ambiguity of the meaning of words and expressions.
The main parameters for checking and analyzing reading technique:
Correct reading:
the impossibility of reading syllables and words (subject to the assimilation of all letters);
letter-by-letter reading;
replacing a word with another, dissimilar in letter composition;
replacement of a word with another, similar in letter composition (related words);
insertion of consonants;
adding a vowel sound between two consonants during confluence;
omission of a final vowel;
permutation of sounds;
replacement of vowel sounds;
replacement of oppositional sounds (voiced - deaf, soft - hard);
violation of reading pairs of words similar in letter composition.
Reading Mindfulness:
misunderstanding of the meanings of individual words;
fragmentary understanding of the text;
inaccurate, distorted representation of the situation described in the text;
inability to establish semantic connections between parts of the text.
Reading fluency (grade 1 - 10 words, by syllables, smoothly; grade 2 - 10-15 words at the beginning of the school year, 15-20 from the second quarter, by syllables with the transition to reading in whole words; grade 3 - 20-25 words, in whole words; 4 cells - 30-35 words, smooth reading in whole words).
reading whole words;
syllabic reading;
verbatim reading.
Expressiveness of reading (introduced from grade 3):
use of punctuation marks when reading;
emotionality of reading.
In the theoretical chapter, the essence of reading lessons in the VIII type school was studied. We found out that the main task of reading lessons is to develop in children the skills of correct, fluent, expressive and conscious reading. In addition to the tasks common with the mass school, reading lessons in a special school perform the function of correcting shortcomings. Identified and deciphered the forms of dyslexia. It was also noted that most often such children have phonemic, agrammatical and optical dyslexia. Then we briefly traced learning to read in different classes.
The problem of unformed reading skills is especially acute in a special school of the VIII type, because the process of forming reading skills in such students proceeds slowly and differs in originality. The unformedness of the reading process, namely: the inability to read correctly, fluently, expressively and consciously, leads to the fact that younger students have writing disorders. According to R.I. Lalayeva, 65-70% of junior schoolchildren have dyslexia, which manifests itself in the failure to assimilate letters, letter-by-letter reading, distortion of the sound and syllabic structure of the word, impaired reading comprehension and agrammatisms in the process of reading. Students with unformed reading skills have difficulties in establishing social ties with the outside world, relationships with society turn out to be upset, difficulties arise in verbal communication, and communicative functions are disrupted. These violations in adolescence hinder the social adaptation and integration of students with intellectual disabilities and undermine the basis for the formation of the child as a reader and as a self-developing personality.
CHAPTER II. Experimental studies of reading skills in children at the VIII type school
1 Comparative analysis of two programs for elementary grades in a general education and correctional school of the VIII type
For a comparative analysis of programs in general education and correctional schools, the program “School of Russia. The concept and programs for primary school” and the program edited by V.V. Voronkova for special educational institutions of the VIII type.
Unlike a regular school, a correctional school has a preparatory class. The preparatory class functions as a propaedeutic-diagnostic class. Children with a low level of preparedness for training under the program of special (correctional) educational institutions of the VIII type (for children with intellectual disabilities) and children whose condition requires a longer examination can be sent to it.
The purpose of classes in the preparatory class is to increase the level of both psychological and functional readiness of children with intellectual disabilities for schooling. Mastering the initial skills of reading, writing, counting is a complex psychological act that requires, in addition to general and speech development, the need for sufficient maturation of psychophysiological functions: phonemic and speech hearing, correct sound pronunciation, visual perception and spatial orientation, coordinated motor skills of small muscles of the hand, attention.
At the conditionally called reading lessons in the preparatory class, first of all, work is carried out on the sound side of the language, the violation of which is widespread in children with intellectual disabilities. They have defects in sound pronunciation of both individual sounds and several groups.
To master the correct sound pronunciation, an important area of work is the development of auditory attention and the ability to imitate children. Correct sound pronunciation should be worked on with all children and individually in speech therapy classes with those who have these disorders expressed in a more rough form.
Without special work on the development of auditory attention in such preschoolers, by the time they enter school, speech and phonemic hearing is formed, which makes it difficult to master children. sound analysis and synthesis, reading and writing.
All work should be carried out in the form of games and game exercises.
Development of auditory attention:
Distinguishing the sounds of the surrounding reality (rustling of leaves, sounds of calls, stomping of children's feet, clapping of hands, etc.);
Reading short poems, where the voices of animals are played out; learning short excerpts from them;
games of children with movements aimed at leading to the perception of speech sounds (the plane flies, the engine rumbles: rrr);
highlighting the first sound in a word;
The ability to hear the right sound in a word.
Breathing exercises and articulation exercises:
Inhale-exhale, sing vowels as you exhale;
blowing up cotton balls made from the foil of boats, airplanes;
blowing up colored balloons
special exercises for all articulatory organs - lips, cheeks, tongue, palate (inflate cheeks, make lips a tube (y), an oval (o), smile (and): tongue with a sting, spatula, up, down, lick lips).
Work on sound pronunciation:
· Working out the correct pronunciation of all sounds is included in the concept of "education of the sound culture of speech." Therefore, in the preparatory class, children are frontally practicing the correct pronunciation of all sounds. The pronunciation of sounds is practiced in the following sequence.
Pronunciation of consonants that are simple in articulation - labial-labial (m, b, p); labio-dental (c, f); anterior lingual (n, d, t); back-lingual (k, g, x), etc.
· Clear pronunciation of vowels and some consonants as a support for setting sounds that are complex in articulation (i - s, s; o, y - m, f, h, w; v, f - o, s, l; t, d, n - w, w, p, etc.).
· Practicing difficult-to-pronounce sounds (hissing - w, w, h, u and sonorant l, p) after individual speech therapy sessions for their formulation and automation.
For the formation of the correct sound pronunciation, it is important to prepare the articulatory apparatus, clarify the pronunciation and use sound in speech (words, phrases).
Articulatory gymnastics at this stage of work is aimed not so much at the development of the articulatory apparatus, but at clarifying the movement or correcting the organs that are involved in the formation of the necessary sounds.
Consolidation of the correct pronunciation of sounds in speech contributes to:
Correlation of sounds with a real object (we swing the doll - a-a-a, the hedgehog snorts - f-f-f);
Repetition of lines from folk lullabies (bayu-bayu-bayu - I shake the doll);
Singing lines from familiar songs (ta-ta-ta, ta-ta-ta - we are taking a cat with us);
Repetition of quatrains in which this sound occurs (“Howling, howling wind, howling, howling, tearing yellow leaves from a tree” - in-in-in);
Learning short poems for children of primary preschool age.
In Table 1 below, a comparative analysis of the two programs will be presented, starting with the first grade.
Table 1.
Development of speech skills when working with text
Criteria Program "School of Rossi" Program ed. V.V. Voronkovoy grade 1 Development of reading skills Formation of reading skills in whole words by reading words with an accent mark, expanding the reading field, targeted exercises for holistic and differentiated perception of words Formation of reading skills through the gradual study of syllabic structures Development of reading expression and speech Improving the sound culture of speech: developing clear diction based on the introduction special exercises for warming up and training the speech apparatus, for working out and fixing the correct articulation of vowels and consonants in words and phrases. Pronunciation of tongue twisters, tongue twisters, poetic lines for practicing individual sounds. Learning to read works of art by roles, dramatization of works. Rules for preparing for expressive reading: think about the content, imagine the picture depicted, hear the sound of a line, phrase and catch their melody, comprehend the performing task. Develop the ability to plan, and then analyze your speech, adjust it in accordance with the purpose of the statement. Pronunciation of tongue twisters, tongue twisters, poetic lines to work out individual sounds. Special exercises are also used to train the speech apparatus. Requirements for the level of formation of reading skills Correct, conscious reading in whole words with elements of syllabic reading of polysyllabic words. Reading rate - 30-40 words per minute Correct reading of words, sentences, short stories by syllables Developing skills to work with text Answering questions on the content of the text, finding sentences in it that confirm the oral statement. Reproduction of the content of the text on questions or a picture plan given in the textbook. A detailed retelling of small works with a distinct plot. Disclosing the content of illustrations for the work, correlating them with fragments of the story, finding sentences in the text that correspond to them. Raising attention to the author's word in a work of art. Matching words that are close in meaning; understanding the meaning of words and expressions in the context: distinguishing between the simplest cases of polysemy of words, searching in the text (with the help of a teacher) for words and expressions that characterize an event, actors, pictures of nature, recreating on this basis the corresponding verbal pictures Answer questions on the content of what was read and on illustrations to text. Grade 2 Development of reading skills Development of the skill of conscious and correct reading. Development of the main method - reading in whole words due to: 1) setting for smooth reading in whole words; 2) conducting speech exercises or speech gymnastics to master the normative way of reading (3-4 minutes); 3) holding competitions and competitions for the title of the best reader; 4) development of tempo reading. Learning to read silently The skill of conscious, correct, fluent and expressive reading is being formed. Composing and reading words with sounds similar in sound and articulation, with a confluence of consonants, with separating signs b and b. Conscious, correct reading of words by syllables. Gradual transition to reading in whole words. Compliance with intonation in accordance with punctuation marks when reading. Development of reading and speech expressions Improving the sound culture of speech: developing clear diction based on the introduction of special exercises for warming up and training the speech apparatus, for practicing and fixing the correct articulation of vowels and consonants in words and phrases. Pronunciation of tongue twisters, tongue twisters, poetic lines for practicing individual sounds. Learning to read works of art by roles, dramatization of works. Rules for preparing for expressive reading: think about the content, imagine the picture depicted, hear the sound of a line, phrase and catch their melody, comprehend the performing task. Develop the ability to plan, and then analyze your speech, adjust it in accordance with the purpose of the statement. Pronunciation of tongue twisters, tongue twisters, poetic lines to work out individual sounds. Special exercises are also used to train the speech apparatus. Requirements for the level of formation of the reading skill Conscious, correct and expressive reading in whole words. The rate of reading unfamiliar text is not less than 50 words per minute Conscious, correct reading by syllables with a gradual transition to whole words. Reading fluency is gradually improving. Development of skills to work with text. Answers to questions on the content of the text, finding sentences in it that confirm the oral statement. Reproduction of the content of the text on questions or a picture plan given in the textbook. A detailed retelling of small works with a distinct plot. Dividing the text into parts, heading them, identifying the main idea of what was read (with the help of a teacher). Orientation in the textbook: familiarity with the content, finding the name of the desired work in it, the ability to use the tasks and questions placed in the textbooks. Works of folk art, classics of Russian and foreign literature, articles from newspapers and magazines that are understandable are selected for reading. In the process of learning to read, students consistently develop the ability, with the help of a teacher, to understand the content of what they have read. Answers to questions on the content of what was read in connection with the examination of illustrations to the text, paintings; finding sentences in the text to answer questions; elementary reading. Retelling the content of what was read on the questions of the teacher with a gradual transition to independent retelling, close to the text. Learning short poems from a textbook or from the voice of a teacher, reading them in front of a class. Grade 3. Development of reading skills Development of skills for correct, conscious reading aloud, development of an accelerated pace of reading by practicing techniques for a holistic and accurate visual perception of a word, speed of understanding what is read. Learning how to read to oneself on small texts with a gradual increase in the volume and number of texts read in this way. In-depth reading comprehension (from mastering the subject content to understanding the main idea of what was read) Conscious, correct reading of the text aloud in whole words after working on it under the guidance of a teacher. Syllabic reading of words that are difficult in meaning and syllabic structure. Compliance with reading punctuation marks and the desired intonation. Reading texts that are simple in content to yourself. Development of reading and speech expressions Improving the sound culture of speech: developing clear diction based on the introduction of special exercises for warming up and training the speech apparatus, for practicing and fixing the correct articulation of vowels and consonants in words and phrases. Pronunciation of tongue twisters, tongue twisters, poetic lines for practicing individual sounds. Teaching orthoepic correct pronunciation of words when reading; development of the tempo of speech and reading, its correlation with the content of the utterance and text; developing the ability to speed up and slow down the pace of speech and reading, the ability to increase and decrease the power of the voice from loud speech to a whisper and vice versa, depending on the speech situation and the communicative task of the utterance. Special exercises are also used to train the speech apparatus. Requirements for the level of formation of reading skills Correct, conscious, fairly fluent and expressive reading in whole words. Correlation of intonation (tempo, logical stresses, pauses, reading tone) with the content of the text being read. Reading rate - 70-75 words per minute Consciously and correctly reading the text aloud in whole words after working on it and under the guidance of a teacher; its meaning as a whole. Making a reading plan brief retelling content with the help of a teacher. Verbal drawing of pictures for artistic texts. Compilation of stories about their observations from the life of the school, their class. Independent finding in the text of words and expressions that the author uses to depict characters, nature and describe events. Comparison and comprehension of the actions of the characters, the motives of their behavior, the feelings and thoughts of the characters, the assessment of their actions (with the help of a teacher). Attention to the language of works of art, understanding of the figurative expressions used in it. Orientation in the textbook: independent finding of a work by its name in the content, searching for works in the textbook that are similar in subject matter, independent use of learning tasks to the text Answers to questions about whom or what is said in the read text. Understanding and explaining the words and expressions used in the text. Establishing a connection between individual places of the text, words and expressions with an illustration. Leading students to conclusions from what they read, comparing what they read with the experience of children and with the content of another familiar text. Dividing the text into parts with the help of a teacher and collectively inventing headings for the selected parts; drawing up a picture plan; drawing vocabulary pictures. A detailed retelling of the content of the read story or fairy tale. Reading dialogues. Dramatization of the simplest assessments from stories and fairy tales. Independent work on assignments and questions placed in the book for reading. Learning small-sized poems during the year, reading them in front of the class 4th grade Development of reading skills Development of skills for correct, conscious reading aloud, development of an accelerated pace of reading through the development of techniques for a holistic and accurate visual perception of the word, speed of understanding what is read. Learning how to read to oneself on small texts with a gradual increase in the volume and number of texts read in this way. In-depth reading comprehension (from mastering the subject content to understanding the main idea of what was read) Correct reading aloud in whole words. Reading to yourself. Work on expressive reading: maintaining pauses between sentences, logical stress, necessary intonation. Development of expressive reading and speech Organization of workshops on expressive reading: 1) conducting exercises on speech technique, exercises with elements of the game to train breathing (“blowing out the flame of an imaginary candle” ) voice power, diction; 2) mastering the rules of literary pronunciation of words (orthoepic rules), verbal stress; 3) work on intonation (tempo, rhythm, logical stresses, melody of speech and reading). Pronunciation of poetic lines with different semantic shades, with different intentions (with different subtexts): with condemnation, praise, approval Pronunciation of tongue twisters, tongue twisters, poetic lines for practicing individual sounds. Special exercises are also used to train the speech apparatus. Requirements for the level of formation of reading skills Fluent, conscious, correct, expressive reading in compliance with the basic norms of literary pronunciation. Conscious reading to yourself of any text in terms of volume and genre. Reading speed - not less than 100 words per minute. Independent preparation for expressive readingCorrect reading aloud in whole words. Reading to yourself. Good expressive reading: observing pauses between sentences, logical stress, necessary intonation. Developing skills to work with text Compliance with the retelling of the logical sequence and accuracy of presentation. Reproduction of the content of the text with elements of description (nature, appearance hero, setting) and reasoning, with dialogue replaced by narrative. Identification of the features of the speech of the characters in the story, comparison of their actions, attitudes towards others (in one or a number of works), identification of the motives for the behavior of the characters and determination of their own and the author's attitude to events and characters. Distinguishing the shades of the meaning of words in the text, using them in speech, being in the work and understanding the meaning of words and expressions that vividly depict events, heroes, surrounding nature(comparisons, epithets, metaphors, phraseological turns). Drawing up creative retellings on behalf of one of the characters (with a change in the face of the narrator), with a fictional continuation of the story about the fate of the hero, compiling stories about a case from life based on observations, with the inclusion of elements of description or reasoning. Enrichment and activation of students' vocabulary, development of oral speech, its content, consistency, accuracy, clarity and expressiveness. Orientation in the textbook by content, independent use of the methodological and reference apparatus of the textbook, questions and tasks for the text Highlighting the main idea of the work, understanding the sequence, causality and meaning of what is being read. The division of the text into parts that are complete in meaning according to the given headings. Coming up with titles for the main parts of the text, collective drawing up a plan. Explanation of words and phrases highlighted by the teacher. Leading students to a conclusion from the work, comparing what they read with the experience of children and previously read. Identification of the main characters, evaluation of their actions; the choice in the text of words, expressions characterizing the characters, events, pictures of nature. An independent full and selective retelling, a story by analogy with what was read. Learning by heart poems, fables.
Children with intellectual disabilities understand mostly everyday speech, which does not go beyond their limited life experience. Their vocabulary is poor, it does not contain the most necessary words for designating objects and actions in their environment. They cannot build sentences correctly, they do not even have the basic skills of coherent speech.
normal child in preschool age intensively accumulates information about those objects that he daily observes or with which he deals. A child with an intellectual disability cannot obtain such information on his own, his observations are superficial, he does not delve into the essence of things, does not make generalizations. Moreover, he is not able to acquire knowledge about objects and phenomena that are outside the framework of his personal experience.
A normal child sees the objects and phenomena around him, compares them, establishes similarities and differences, makes generalizations, and adults only help him understand these phenomena, explaining them in a form accessible to him. A child with intellectual disabilities himself, without the help of an adult, is not even able to correctly and clearly perceive the observed objects and phenomena.
They experience great difficulties in understanding situational pictures, and even more so plot ones, especially if simple connections and relationships should be established. Therefore, in the preparatory period, all classes on the development of speech should be carried out in stages - from the study of specific subjects, real life situations, switch to their images, and then descriptions.
2 Study of reading skills of children with intellectual disabilities
Research was held in a special (correctional) school of the VIII type of the city of Smolensk, in the 2nd grade. The experimental group included 5 children. The class teacher works with the group: N.B. Mironova, psychologist: T.A. Kapora and speech therapist: L.N. Ustimenko. 5 children were selected for the study. Children have an average level of physical development, a lag in mental and mental development. Children are able to establish contact with both adults and peers, an adequate response to approval and divination, partially accept help. The experiment was carried out in November 2010. The experiment was not interfered with by distracting circumstances.
During the survey, the subjects to be studied were technical side(speed, method and correctness of reading - the number and type of technical errors) and the semantic side of reading (reading comprehension). Reading speed was recorded using a stopwatch. For the most accurate assessment of the skill, the child's reading was recorded on a voice recorder. A detailed analysis of the mistakes made was carried out. Reading comprehension was assessed by students' answers to questions about the content of the texts.
Reading speed test. The procedure for examining reading speed involved reading the entire text to the end and determining the average reading speed by the time spent reading the entire text (in contrast to the traditional method of assessing reading speed, which allows identifying the number of words read per minute of reading). The entire text was read in order to be able to evaluate reading comprehension in the future, since it is impossible to answer questions on a text that has not been read. To determine the reading speed, the number of words read was divided by the time spent reading them. Reading speed was calculated separately for a poem, a dialogue story, and a monologue story. Based on the data obtained, the average reading speed of the child was calculated, shown in Table 2.
Table 2.
F.I. Reading speedDenis I. 15 w/min Katya K. 26 w/min. Sergey S. 32 w/min. Vova B. 10 w/min. Yarik S. 34 w/min.
The examination of the method of reading was carried out in accordance with the steps proposed by T. G. Egorov for mastering the skill of reading. The first stage assumed letter-by-letter, sound-by-word or abrupt syllable-by-syllable reading. The second stage is smooth reading by syllables. The third stage is reading in whole words with the transition to reading complex words by syllables. The fourth stage is smooth, synthetic reading in groups of words and whole sentences (Table 3).
Table 3
F. I. The first stage of readingThe second stage of readingThe third stage of readingThe fourth stage of readingDenis I. + Katya K. + Sergey S. + Vova B. + Yarik S. +
When examining the correctness of reading, the following types of errors were analyzed:
) omissions of letters;
) skipping syllables;
) gaps or repetitions of lines;
) adding sounds;
) a mixture of letters denoting vowel sounds that have an acoustic-articulatory similarity;
) a mixture of letters denoting consonant sounds that have an acoustic-articulatory similarity;
) mixing optically similar letters;
) a mixture of letters denoting hardness - softness of consonants;
) errors in the formulation of stress;
) errors in the endings of words;
) replacement of words based on optical similarity;
) replacement of words based on semantic similarity;
) errors in the intonational designation of sentence boundaries.
All errors recorded during the survey were grouped according to the selected types (Table 4). Mistakes noticed and corrected by the child independently while reading were also included in the total number of errors. Analyzing the reading of students at the first, second and third levels, repetitions of sounds, letters, words and sentences were not considered errors. This approach to error analysis was chosen following N.A. Bershtein’s idea, according to which, at the stage of mastering the operational composition of any skill, repetitions play an auxiliary role, firstly (in relation to reading), ensuring retention in short term memory previously read syllables, words, and secondly, allowing you to combine what you read in parts (analytically) into a single synthetic whole. However, the number of such repetitions was counted and analyzed as an independent characteristic of reading.
The study of the semantic side of reading was carried out with the help of control questions selected for each of the three tests. The questions made it possible to determine whether the child understood the meaning of individual words, the subject plan of the content of parts of the text, and the meaning of the entire work. After reading the monologue and dialogic texts, the students answered four questions, after reading the poem - three questions. After that, the percentage of incorrect answers was calculated (Graph 1) from total number questions asked to the child according to the formula: - the percentage of incorrect answers; - the number of questions asked according to the content of all texts.
The number of questions asked on the content of all texts.
Summarizing the results of the study of reading skills among students of the same class, one can note the unevenness in the development of both the technical and semantic aspects of reading.
2 The study of oral speech in children with intellectual disabilities
In the study of oral speech in children with intellectual disabilities, a special technique was used. It uses speech tests proposed by R.I. Lalayeva (Speech disorders and the system in their correction in the process of speech therapy work in a special school) and E. V. Maltseva (Speech defects in children with mental retardation of primary school age). In addition, the understanding of complex logical-grammatical relations was studied using tasks developed by A. R. Luria. A scoring system was used to assess the success of the tasks in the methodology.
The technique includes six series of tests, each series includes speech tests of increasing difficulty. In order for the assessment of each side of speech to make an approximately equal contribution to the total score, the total scores for the performance of each series were equalized as much as possible. A complete speech examination includes 157 tests, not counting the sound pronunciation test, the conclusions about the state of which are made both on the basis of special tests and during the examination as a whole. Each sample is evaluated separately, then the sum of points for the entire task, for the series is calculated, and then, based on the total marks for each series, the total score for the completion of all tasks of the methodology is displayed.
Each series has its own evaluation criteria. The general rule when evaluating assignments of all series, except for series I, is to take into account the degree of success with the help of four gradations, which makes it possible to obtain a more differentiated result. For series I (except for sound pronunciation), II, III, IV, V is 1; 0.5; 0.25; 0 points, for sound pronunciation - 3; 1.5; one; 0 points and for series IV - 5; 2.5; one; 0 points. Tasks of series V are evaluated by three gradations: 1; 0.5 and 0 points.
The structure of the methodology
Series I - Study of the sensorimotor level of speech (includes four groups of tasks).
The first group consists of 15 samples, which are chains of syllables with phonetically similar sounds. In speech therapy practice, this technique is traditionally used to test phonemic perception. When interpreting the results, it should be remembered that the success of performing such tasks is also affected by the difficulties of switching, which manifest themselves in inertia, “getting stuck” on any syllable. Thus, the first task is complex.
The second group of tasks is aimed at studying sound pronunciation through the reflected pronunciation of specially selected words. The final assessment of sound pronunciation is carried out on the basis of the entire examination, which makes it possible to check the pronunciation of various sounds in different speech situations.
The third group of tests is aimed at studying the state of articulatory motility by performing 10 movements and chains of movements as shown by the experimenter.
It is known that a persistent and difficult to correct sign of systemic speech pathology is a violation of the sound-syllabic structure of a word, i.e., the number and sequence of sounds and syllables in a word, stress in the structure of individual syllables. The fourth group of tasks in the series is aimed at identifying the corresponding violations, including 10 words with a gradual complication of the syllabic structure. The maximum number of points for completing the first, third and fourth groups of tasks corresponds to the number of samples included in them (15, 10 and 10 points), highest score for sound pronunciation is 15. Thus, the maximum score for the entire series is 50 points.
Series II - Study of language analysis skills (consists of ten tasks that reveal the extent to which the child has mastered the concepts of "sound", "syllable", "word", "sentence" and the skills to distinguish them from the flow of speech.)
The maximum score is 10 points.
Series III - Study of the formation of the grammatical structure of speech (consists of 5 groups of tasks, 10 samples each)
The first group of tasks involves the repetition of sentences of varying grammatical complexity. The ability to repeat can be regarded as an indicator general level linguistic competence. It is known that a child can reproduce a sentence of the level of grammatical complexity that he has mastered. Like most tests, these tasks are complex. The success of their implementation is also affected by the volume of verbal material, the quality of auditory perception and auditory-speech memory. Among the typical mistakes in the performance of this group of tasks are the replacement of words by semantic and phonetic similarity, as well as the search for words and difficulties in retaining the semantic program.
In the second group of tasks, students are asked to evaluate the correctness of the sentences, compiled both in accordance with the norms of the language, and with their violations.
The third group of tests involves the compilation of sentences from the words given in initial form. The performance of such tasks requires the child to build an internal program of the utterance, as well as its correct grammatical design.
The fourth group of tasks is connected with the need to insert a missing preposition into the sentence.
In the samples of the fifth group, it is proposed to form noun forms plural in the nominative and genitive cases.
The maximum score for the performance of each group of tasks corresponds to the number of trials, i.e. equal to 10 points, for the performance of the entire series - 50 points.
Series IV - Study of vocabulary and word-formation processes (consists of three groups of tasks).
The first group includes 10 tests to test knowledge of word forms denoting the names of cubs and the ability to form such forms from the names of adult animals.
The second group consists of 5 tests that test the child's ability to form diminutive forms of the word.
The third group of tasks includes 35 trials involving the formation of qualitative, relative and possessive adjectives (15, 10 and 10 respectively) from nouns.
The maximum score is 10 points.
Series VI - Study of the formation of coherent speech.
Children are offered two tasks: compiling a story based on a set of plot pictures and retelling. These are the most difficult trials of the technique, so the performance of each of them is estimated at 55 points, which is 30 points in total for the series. The tasks are complex and reveal defects in all aspects of speech.
The maximum score for the successful completion of all trials of the methodology is 200 points. When processing the received data, the absolute value is converted into a percentage. If 200 points are taken as 100%, then the percentage of success in the implementation of the methodology by each subject can be calculated by multiplying the total score for completing the entire test by 100 and dividing the result by 200. This percentage of the quality of the implementation of the methodology is then correlated with one of the 4 distinguished levels of success: level - 100-80%; level - 79.9-65%; level - 64.9-50% level - 49.9% and below.
To obtain an individual work profile, it is necessary to evaluate the success of each series of the methodology in percentage terms (multiply the number of points accrued for the entire series by 100 and divide the result by the maximum possible, i.e. by 50 - for series I, III and IV; by 10 - for series II and V; by 30 - for series VI). On the basis of the obtained values, the speech profile is crossed out: the values of the success of the technique tasks in percent are plotted on the ordinate axis, and the names of the tasks or the measured sides of speech are plotted on the abscissa axis.
Speech tests and their evaluation system
Series I. Study of the sensorimotor level of speech development.
Checking the state of phonemic perception.
Instructions: "Listen carefully and repeat after me as accurately as possible":
ba-pa-pa-ba-…
ma - na - ma - na - mana
First, the first member of the pair (ba-pa) is presented, then the second (pa-ba).
score - accurate and correct reproduction at the pace of presentation;
5 points - the first term is reproduced correctly, the second is likened to the first;
25 points - inaccurate reproduction of both members of the pair with rearrangement of syllables, their replacement and omissions;
points - refusal to perform, the complete impossibility of reproducing the sample.
Study of articulatory motility
Instruction: "Repeat the movements after me."
The children are doing the exercises.
score - the correct execution of the movement with the exact correspondence of all the characteristics to the presented one;
5 points - slow and intense performance;
25 points - performance with errors - long search for a pose, incomplete range of motion, deviations in configuration, synkenesia, hyperkinesis;
points - failure to perform the movement.
The study of sound pronunciation.
Instructions: "Repeat after me the words":
dog - mask - nose;
hay - cornflower - height;
castle - goat, etc.
points - impeccable pronunciation of all sounds of the group in any speech situations;
5 points - one of several hooks of the group is pronounced correctly in isolation and reflection, but sometimes they are subject to substitutions or distortions in independent speech, i.e. they are not automated enough;
score - in any position, only one sound of the group is distorted or replaced;
points distortion or replacement are subject to all or several sounds of the group.
The maximum number of points for all tasks is 15.
The study of the formation of the sound-syllabic structure of the word.
Instructions: "Repeat the words after me":
skipping rope
astronaut
policeman, etc.
score - correct and accurate reproduction at the pace of presentation;
5 points - delayed syllable reproduction;
25 points - distortion of the sound-syllabic structure of the word;
points - non-reproduction.
Series II. Study of language analysis skills.
Tool: "Answer the questions":
How many syllables are in a sentence?
The day was warm.
How many syllables are in a word?
Determine the place of the sound in the word:
The first sound in the word "roof";
How many sounds in words:
The child is offered three attempts with stimulating assistance.
score - correct answer on the first try;
5 points - the correct answer on the second attempt;
25 points - the correct answer on the third attempt;
points - wrong answer on the third attempt.
Series III. The study of the grammatical structure of speech.
Instruction: "Listen to the sentence and try to repeat it as accurately as possible":
Autumn has come.
The bird made a nest.
White seagulls flew over the water.
There were many red apples in the garden. Etc. with gradual complication.
The sentence is read before the first reproduction (1-2 times).
score - correct and accurate reproduction of the sentence;
5 points - omission of individual words without distorting the meaning and structure of the sentence;
25 points - omission of parts of the sentence, distortion of the meaning and structure of the sentence;
points - non-reproduction.
Verification of proposals.
Instruction: "Find errors in the sentences and try to correct them."
The girl is ironing.
The house is drawn by a boy.
The boy washes his face.
score - identifying and correcting errors;
5 points - detection and correction of errors with minor inaccuracies;
25 points - an error was detected, but not corrected;
ballav - no error detected.
Making sentences from words in the initial form.
Instruction: "Try to make a sentence out of words":
Boy, open, door;
Doctor, treat, children.
Words are presented before the first answer
score - the proposal is correct;
5 points - the order of words is broken;
25 points - there are omissions, additions or substitutions of words, agrammatisms, minor semantic inaccuracies.
points - semantic inadequacy or refusal.
Adding prepositions to a sentence.
Instruction: "Insert the missing word in the sentence":
Lena pours tea ... cups.
Buds blossomed in ... trees.
The boat floats ... the lake.
score - correct answer;
5 points - correct answer after stimulating help;
25 points - correct answer after help in the form of a question;
points - inefficient use of assistance of both the first and second types.
Series IV. Study of vocabulary and word formation skills.
The formation of nouns denoting the young of animals.
Instruction: "Name the baby animals according to the model." Sample: in a cat - kittens:
Formation of nouns in diminutive form.
A. Relative.
Instruction: "Name the objects according to the model." Sample: paper doll - it is paper.
The straw hat is...
Kissel from cranberries - he ...
A slide made of ice - it is ... etc.
B. Qualitative
Instruction. “Name the words according to the model” Sample: the fox is called cunning for cunning.
The wolf for greed is called ...
They call a hare for cowardice .. etc.
Sample: if the day is hot, then the day is hot.
If the day is frosty, then the day is ...
If the sun is in the afternoon, then the day is .... Etc.
B. Possessive
Instruction: "Name the words according to the model." Sample: a dog's paw is a dog's.
The cat's paw is...
The bear has a paw - ... etc.,
score - correct answer;
5 points - self-correction or correct answer after stimulating help;
25 points - neurologically formed form;
points - failure.
Series V. Exploring the understanding of logical-grammatical relations.
Instructions: Complete the tasks. Answer the questions"
a) Show the key, pencil;
b) Show the key with a pencil.
c) Show a pencil with a key, etc.
score - correct execution;
5 points - self-correction;
points is the wrong answer.
Series VI. The study of connected speech.
Drawing up a story based on a series of plot pictures (4-5 pictures).
Instruction: "Look at the pictures, try to put them in order and make up a story."
Semantic integrity criterion:
points - the story corresponds to the situation, has all the semantic links arranged in the correct sequence;
5 points - slight distortion of the situation, incorrect reproduction of cause-and-effect relationships or lack of connecting links;
score - loss of semantic links, a significant distortion of the meaning, or the story is not completed;
points - there is no description of the situation.
Criteria for the lexical and grammatical structure of the formulation of the statement:
points - the story is grammatically correct, with adequate use of lexical means;
5 points - the story is composed without agrammatisms, but there are stereotypical grammatical arrangements, isolated cases of searching for words or inaccurate word usage;
score - there are agrammatisms, distant verbal substitutions;
points - failure to complete the task even with help available.
Retelling of the listened text.
The methodology uses a short text.
Instruction: "Now I will read you a short story, listen to it carefully, memorize and get ready to retell."
) Criterion of semantic integrity:
points - all the main links are reproduced;
5 points - semantic links are reproduced with minor reductions;
score - the retelling is incomplete, there are significant reductions, or distortions of the meaning.
points - failure to complete the task.
) Criteria for lexical and grammatical design:
points - the retelling was compiled without violations of grammatical and lexical norms;
5 points - the retelling does not contain agrammatisms, but there are stereotypes in the design of statements;
score - agrammatisms, repetitions, inadequate use of words are noted;
Criterion of independence of performance:
points - an independent pessimistic story after the first presentation;
5 points - retelling after minimal help (1-2 questions);
score - retelling on questions;
points - retelling is not available.
Processing and analysis of survey results.
In the process of processing the received data, the number of points received for each task, series and for the entire session as a whole is calculated. Since not all tasks contain the same number of samples, the absolute value is not very informative for assessing which types of samples cause the most difficulties. Therefore, it is more convenient to present the data in percentage terms.
Analysis of the results obtained during the examination of the state of oral speech of students of the 2nd grade level of success - Sergey S. (45.5%) level of success - Yarik S. (52.1%), Katya K. (62.23%), Denis I. (64.75%) success rate - Vova B. (77.5%).
As can be seen from the data obtained, the state of oral speech of students in the same class is far from being the same. However, the similarity of the lack of formation of certain aspects of speech in some students is clearly traced. So, in Yarik and Sergey, the examination reveals a pronounced lack of formation of the sensorimotor level of speech: phonemic perception, articulatory motor skills and the syllabic structure of the word. At the same time, the skills of language analysis are well formed. The state of grammatical structuring and the word-formation process are much lower than those of other children. There are certain difficulties in understanding logical and grammatical constructions. The state of coherent speech is at a low level.
Denis and Katya have approximately the same examination results. These students have poorly formed phonemic perception and the sound-syllabic structure of the word. The skills of language analysis and the formation of a grammatical story of speech need to be corrected. The lack of formation of word-formation processes and coherent speech is visible.
Vova B. has the third level of success in the state of oral speech. His scores are significantly different from those of his classmates.
The analysis of the compared results of the survey helped to single out individual microgroups by the similarity of the unformed sides of speech and to outline the directions of correctional work.
In the practical part of the work, experimental studies of reading in the VIII type school were studied.
Then a study was conducted on reading skills in children with intellectual disabilities. The research work was carried out in a special (correctional) school of the VIII type in the city of Smolensk, in the 2nd grade. The experimental group included 5 children. The class teacher works with the group: N.B. Mironova, psychologist: T.A. Kapora and speech therapist: L.N. Ustimenko. 5 children were selected for the study. Children have an average level of physical development, a lag in mental and mental development. Children are able to establish contact with both adults and peers, an adequate response to approval and divination, partially accept help. The experiment was carried out in November 2010. The experiment was not interfered with by distracting circumstances.
The study of students' reading skills was carried out using three texts: a poem, a story-dialogue and a story-monologue.
During the examination, the technical side (speed, method and correctness of reading - the number and type of technical errors) and the semantic side of reading (reading comprehension) were subject to study. Reading speed was recorded using a stopwatch. For the most accurate assessment of the skill, the child's reading was recorded on a voice recorder. A detailed analysis of the mistakes made was carried out. Reading comprehension was assessed by students' answers to questions about the content of the texts. Summarizing the results of the study of reading skills among students of the same class, one can note the unevenness in the development of both the technical and semantic aspects of reading.
In the study of oral speech in children with intellectual disabilities, a special technique was used. It used speech tests proposed by R.I. Lalaeva and E. V. Maltseva (Lack of speech in children with mental retardation of primary school age). In addition, the understanding of complex logical-grammatical relations was studied using tasks developed by A. R. Luria. A scoring system was used to assess the success of the tasks of the methodology. The analysis of the compared results of the survey helped to single out individual microgroups by the similarity of the unformed sides of speech and to outline the directions of correctional work.
The elimination of dyslexia caused by systemic underdevelopment of speech, in addition to the correction of phonetic and phonemic processes, should solve the following tasks:
quantitative and qualitative enrichment of the child's active vocabulary;
development of inflection skills;
clarification of the meanings of syntactic constructions;
development of skills for constructing a coherent statement.
The main objectives of the correction of dyslexia caused by FFN:
the formation of an accurate differentiation of the phonemes of the Russian language;
the formation of full-fledged ideas about the sound composition of the word;
strengthening the skills of sound-syllabic analysis and synthesis of speech units;
correction of pronunciation defects.
Conclusion
In this work, the features of reading lessons in the VIII type school were studied. During the study, all the tasks were solved.
In order to study this issue, the essence of reading lessons, the features of mastering reading skills were studied and the programs of the two schools were compared.
We found out that the main task of reading lessons is to develop in children the skills of correct, fluent, expressive and conscious reading. In addition to the tasks common with the mass school, reading lessons in a special school perform the function of correcting shortcomings. Identified and deciphered the forms of dyslexia. It was also noted that most often such children have phonemic, agrammatical and optical dyslexia.
Scientists: Gnezdilov A.V., Voronkova V.V., Aksenova A.K. and others stressed the importance of the process of developing reading skills.
Reading lessons in a special (correctional) school of the VIII type should be structured in such a way as to expand the scope of corrective work on the student's personality and thereby create conditions for the successful mastery of reading skills. For the successful formation of reading skills, the teacher must fulfill the following conditions:
take into account the child's preference for one or another content of education and accustom him to mental work on the educational material that is interesting to him;
you should select those tasks that the child can objectively perform well (tasks should not be too easy);
the teacher should evaluate only the specific work, and not the student himself;
the reaction to the child's mistakes should be a form of help to him (the main thing is not censure, but an explanation of mistakes);
you need to learn to encourage the child with a word, his slightest success;
for increase learning motivation the content of the educational material should be carefully selected to make it interesting, emotional, new and accessible for understanding;
to increase learning motivation, you can use various forms of collective activity of students.
As a result of the study of various sources, the hypothesis of the study was confirmed. The conditions for the effective mastering of reading skills by children with intellectual disabilities are: the systematic and purposeful work of the teacher to identify the similarity of unformed aspects of speech and the grouping of children into separate microgroups on this basis, as well as a correctly planned plan of areas for correctional work. The hypothesis of the work was confirmed by studying the conditions for the effectiveness of mastering reading skills by children in a VIII type school.
Two programs were compared in general education and correctional schools. For comparison, the program “School of Russia. Concept and programs for elementary grades” and a program edited by V. V. Voronkova for special educational institutions of the VIII type.
Then a study was conducted on reading skills in children with intellectual disabilities. The analysis of the compared results of the survey helped to single out individual microgroups by the similarity of the unformed sides of speech and to outline the directions of correctional work.
The elimination of dyslexia caused by systemic underdevelopment of speech, in addition to the correction of phonetic and phonemic processes, should solve the following tasks:
quantitative and qualitative enrichment of the child's active vocabulary;
development of inflection skills;
clarification of the meanings of syntactic constructions;
development of skills for constructing a coherent statement.
The main objectives of the correction of dyslexia caused by FFN:
the formation of an accurate differentiation of the phonemes of the Russian language;
the formation of full-fledged ideas about the sound composition of the word;
strengthening the skills of sound-syllabic analysis and synthesis of speech units;
correction of pronunciation defects.
List of studied literature
1. Aksenova A.K. Methods of teaching the Russian language in a special (correctional) school: textbook. for stud.defectol. fak. pedagogical universities. - M.: Humanitarian. ed. center VLADOS, 2004.
Aksenova A.K., Yakubovskaya E.V. The development of coherent oral speech in mentally retarded students in special lessons // Defectology. - 1987. - No. 6.
Akhutieva T.V. Neuropsychological approach to the diagnosis and correction of difficulties in learning to write // Modern approaches to the diagnosis and correction of speech disorders. - St. Petersburg: Publishing House of St. Petersburg State University, 2001.
Vlasenko I.T. Problems of speech therapy and principles of analysis of speech and non-speech processes in children with speech underdevelopment // Defectology. - 1998. - No. 4.
Voronkova V.V. Teaching literacy and spelling in grades 1-4 of a special school. Moscow: Education, 1988.
Voronkova V.V. Education and upbringing of children in an auxiliary school: A manual for teachers and students of a defectologist. f-tov ped. in-comrade - M .: School-Press, 1994.
Voronkova VV Programs of special (correctional) educational institutions of the VIII type: Preparatory, grades 1-4; 4th edition. - M.: Education, 2006.
V.V. Voronkova I.V. Kolomitkin. Primer. Textbook for correctional educational institutions of the VIII type. M.: "ENLIGHTENMENT". 2007.
Vygotsky L.S. Development of oral speech / / Sobr. cit.: In 6 volumes. T.3. M.: Pedagogy, 1982.
Zabramnaya S.D. Your child is studying at an auxiliary school. - M .: Pedagogy, 1990.
Zabramnaya S.D. Auxiliary school. - M .: Pedagogy, 1990.
Kashe G.A. Preparation for school of children with speech impediments. M.: Pro-sveshchenie, 1985.
Konovalenko V.V., Konovalenko S.V. Formation of coherent speech and development of logical thinking in children of senior preschool age with OHP. M .: "GNOM and D", 2003.
Kapinos V.I., Sergeeva N.N., Soloveichik M.S. Development of speech: theory and practice of teaching. Moscow: Linka-press, 1994.
Lalaeva L.I. Logopedic work in correctional classes. - M: 1995.
Speech therapy./ Ed. L.S. Volkova. M.: Enlightenment: Vlados, 1995.
Politova N.I. The development of speech of primary school students. M.: Pro-sveshchenie, 1984.
Rubinshtein S.Ya. Psychology of a mentally retarded student. M.: Education, 1986.
Rusetskaya M.N. Reading disorders in younger students. Publishing house KARO St. Petersburg 2007
Seliverstov V.I. Speech games with children. Moscow: Vlados, 1994.
Soldatova N.A. The use of semantic fields technology in the development of coherent speech in preschoolers with general speech underdevelopment of the 3rd level. // "Education and education of children with developmental disorders", 2003, No. 5. Page 18-20.
Khudenko E.D., Kremneva S.N. The development of speech. Textbook for special (correctional) educational institutions of the VIII type. Grade 1. - M .: "ARKTI" 2007.
Khudenko E.D., Baryshnikova D.I. Planning lessons for the development of speech in the 1st grade of special (correctional) schools of the VIII type. Publishing house "ARKTI" 2003 Moscow.
E.D. Khudenko, E.V. Ostanina. A practical guide to the development of speech for children with developmental disabilities. Part I (grades 1-2). - M.: RUS-SIKO 1994.
School of Russia. Concept and programs for the beginning. class Sh67 V 2 Ch. 1 / (M. A. Bantova, G. V. Beltyukova, S. I. Volkova and others). - 3rd ed. - M .: Education, 2008.
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Reading lessons in the correctional school of the VIII type perform the function of correcting shortcomings: pronunciation is corrected, attention becomes more stable, memory improves, some defects in logical thinking are smoothed out in establishing the cause-and-effect relationship of phenomena and events, activates the children's vocabulary.
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Overcoming difficulties in the development of reading skills among students of the correctional school of the VIII type.
The experience of working with students proves that reading continues to be one of the subjects for students of a correctional school, the difficulties of mastering which are overcome very slowly. All this negatively affects the study of all other subjects.
Reading lessons in our school perform the function of correcting shortcomings: pronunciation is corrected, attention becomes more stable, memory improves, some defects in logical thinking are smoothed out in establishing the cause-and-effect relationship of phenomena and events, and activates the children's vocabulary.
As you know, reading includes four main qualities:
- Fluency
- Right
- expressiveness
- mindfulness
The formation of these qualities is closely interconnected and is quite difficult for some schoolchildren due to the delay in their psychophysical and speech development. As students grow older, the quality of their reading improves, but a number of problems remain.
The pace of reading in children with developmental problems depends on the informational, lexical and structural complexity of the text. The more complex the text, the slower the children read.
fluent reading - this is a pace that is typical for colloquial speech, and at which the understanding of the material being read is ahead of its pronunciation. For the formation of fluency in reading, the repetition of exercises in the reading itself is important.
Techniques for developing fluent reading:
- multiple reading (by paragraphs, relay race, selective, by roles, reading the text and dividing it into parts, title each part, compiling the characteristics of the characters);
- speech warm-up (five minutes) grade 5-6. For example:
A) speech gymnastics:
"Score a goal." Mouth closed, lips motionless. The tip of the tongue touches the cheeks.
"Swing". Drive the lower jaw from side to side, then back and forth.
"Horse". clatter.
"Blow out the candle." The cheeks should be drawn in.
B) tongue twister (on the board):
Two woodcutters, two woodcutters, two woodcutters
They talked about Larya, about Larka, about Larya's wife.
- a combination of cursor (fluent) and stator (analytical) reading based on the text being studied;
- reception of counting words ("buzzing" reading);
- development of semantic conjecture;
- visual dictations (grades 4-5). Conducted at the lessons of the Russian language (spelling five minutes).
Correct readingin mentally retarded schoolchildren it is worked out with certain difficulties. Such children make a large number of errors that distort the sound composition of the word. Approximately 80% of students in the first year of study admit various violations of correct reading. Unfortunately, reading disorders persist in high school.
Typical errors and their causes:
- replacement of sounds (due to shortcomings in pronunciation, impaired phonetic and phonemic hearing, poor visual differentiation, inertness in the processes of excitation and inhibition, misunderstanding of words);
- omissions of letters (due to impaired attention, inertness in the processes of switching from one sound to another and simplification of words);
- adding unnecessary sounds (due to a violation of attention, a violation of the processes of excitation and inhibition - stuck, a tendency to simplify).
Techniques for correct reading:
- Repeated reading of the text with the change of tasks:
- reading on assignment;
- chain relay;
- selective reading;
- reading by roles (from the 3rd grade).
- Conducting speech exercises (five minutes) that precede the reading of the text, the main purpose of which is to prepare students to read difficult words and switch to a more advanced way of reading.
- Use of various game techniques:
- game "Be careful" (in the table, words similar in sound composition -warmed up, darkened);
- the game "Camera" (words or sentences are quickly shown, you need to read, remember, repeat, memory and field of vision are formed);
- game "Tugboat" (the teacher reads, the children follow; then the children read, in turn, starting with strong students).
- Inclusion in reading of students with poor reading technique:
- reflected reading (a strong student reads, a weak one repeats);
- choral reading;
- reading with continuation (a strong student starts, a weak one continues);
Under expressive readingunderstand the correct, meaningful and emotional (if necessary) reading of a work of art. It is this kind of reading that significantly improves the quality of assimilation of literary material and contributes to the understanding and comprehension of textual material. Expressive reading involves the development in the reader of a certain minimum of skills related to the pronunciation culture of speech. This minimum includes the following components: tone of voice, strength of voice, timbre of utterance, rhythm of speech, rate of speech (acceleration and deceleration), pauses (stops, breaks in speech), melody of tone (raising and lowering the voice), logical stresses.
A sample of expressive reading is given by the teacher himself, or reading performed by professional artists is used(insert - use media)
In addition, the ability to correctly, accurately make logical stresses and pauses is of great importance for expressive reading.
Logical accents
In order for a sentence to acquire a definite and precise meaning, it is necessary to single out an important word among other words with the power of the voice. The meaning of the sentence changes depending on where the logical stress is placed. It is this idea that is important to convey to students through simple exercises. For example:
Suggestions are written on the board or on individual cards.
- Children going to the cinema tomorrow.
- The children will go to the cinema tomorrow.
- The children will go to the cinema tomorrow.
- Children will go tomorrow to the cinema .
pauses
In addition to logical stresses, pauses play a huge role in live speech and reading. A speech pause is a stop that divides the sound stream into separate parts, within which sounds follow one after another continuously. For example:
The teacher expressively reads several proverbs selected for the work of art being studied. The students listen carefully and at the end of the teacher's reading of each proverb indicate between which words there was a pause, explain the meaning of the proverb. After that, students are invited to read the proverbs themselves, observing the necessary pauses. In the future, the task becomes more complicated, proverbs are read with the necessary pauses and logical stresses.
- Good Brotherhood | better than wealth.
- Alone in the field | not a warrior.
- Consent | stronger than stone walls.
- One bee | does not bring much honey.
Reading Mindfulness- this is the quality of reading, in which an understanding of the informational, semantic and ideological sides of the work is achieved. This skill is the most important to read, because. if a person does not understand what he is reading, the whole meaning of the process of reading is lost. The task of the teacher is to help students understand and understand readable text, teach to establish semantic connections in the text, help to understand the ideological meaning of the work.
Of no small importance is the work on unfamiliar and difficult to understand words and expressions, the analysis of the visual means of a work of art, the analysis of the text, the consolidation of the content of the read text, the preparation of various types of plans, retelling, as well as generalizing conversations.
Tasks related to lexical work on the word:
Exercise 1. Analysis of the meanings of synonymous words.
Tablets with synonyms written on them are attached to the magnetic board. If possible, the words are selected to the text of the work read in the lesson. The meaning of the words is explained by the students themselves, in case of difficulties, an explanatory dictionary or a dictionary of synonyms is used.
- key - spring
warrior - soldier, fighter
chill - freeze, freeze
fence - hedge, wattle fence
to watch over - to guard, guard, guard
courageous - courageous, courageous, courageous, fearless
Task 2. Selection of a word with the opposite meaning to a given word, explanation of the meaning of the word, compilation of phrases, sentences with these words.
- Cheerful - sad (story).
Cheerful - sad (facial expression).
Cheerful - boring (day).
Task 3. Exercises aimed at determining the semantic structure of the text, the connection of the semantic parts of the text.
a) Find the mistake.
Kitten has white paws
Grandfather Vanya is seven years old
I will swim yesterday
We were at the cottage tomorrow
The systematic use of this kind of tasks will certainly bring positive results. Schoolchildren will have an interest in the works they read and the ability to independently understand the content of what they read, to draw appropriate conclusions from it.
All work aimed at developing students' skills of correct, fluent, expressive and conscious reading proceed in unity. It contributes to a more complete understanding of the text and at the same time the development of reading technique, increases the independence of students in working on the text.
Pobyzakova Ella Leonidovna, teacher of Russian language and literature, GBOU RH for orphans and children left without parental care, "Askiz special (correctional) boarding school" 8 types. Republic of Khakassia, Askiz village.
Genuine reading begins from the moment when, behind a word and a phrase, the child sees and feels living images: pictures, sounds, smells. Here the amazing begins: the eye sees one thing, and the consciousness creates another (after all, we begin to read as early as childhood, when we see on page only black hooks, signs, which we later call letters, but we see, for example, Kolobok and from these black signs, hooks we recognize the same Kolobok).
One of the requirements for reading by mentally retarded schoolchildren is conscious reading. The work on conscious reading is not limited to the period of education in the primary grades, it continues and remains relevant throughout all the years of teaching the EE of schoolchildren. The older they get, the more complex and voluminous the texts become, the deeper meaning is laid in the texts, the story line etc.
Conscious reading is such a quality of reading, in which an understanding of the informational, semantic and ideological aspects of the work is achieved. This skill is the most important to read, because. if a person does not understand what he is reading, the whole meaning of the process of reading is lost. The task of the teacher is to help students to correctly comprehend and understand the text being read, to teach them to establish semantic connections in the text, to help them understand the ideological meaning of the work. All work carried out in the reading lesson is aimed precisely at solving these problems.
To do this, it is recommended to use a variety of methods: preparing students for the perception of the text through a conversation, a story, excursions, a demonstration of paintings, illustrations, video material. Of no small importance is the work on unfamiliar and difficult to understand words and expressions, the analysis of the visual means of works of art, the analysis of the text, the consolidation of the content of the read text, the preparation of various types of plans, retelling, as well as generalizing conversations.
Conscious reading is necessary not only in reading lessons, but also when studying the technology of processing fabrics and wood. Since only exactly according to the instructions read, you can make a product. We can say that reading, namely conscious reading, helps our children to learn something new, to imagine what they have seen.
There are different methods, techniques for achieving conscious reading. In the article by Shishkova M.I. (Ph.D., Associate Professor of the Department of Oligophrenopedagogy of Moscow State Pedagogical University named after M.A. Sholokhov), various options for tasks aimed at developing the skill of conscious reading are proposed. First of all, these tasks are related to lexical work on the word, because it is this work that provides an understanding of the elementary meaning of the work. Misunderstanding of what is read begins, as a rule, with a misunderstanding of the meaning of individual words and expressions, and this leads to the inability to understand the deeper meaning of the work. The article also presents tasks related to the development of semantic conjecture of schoolchildren and the ability to predict the content, genre specificity, emotional nature of the text before reading it and in the process of reading it.
Task 1. Analysis of the meanings of the words of synonyms.
Tablets with synonyms written on them are attached to the magnetic board.
The key is a spring, the warrior is a soldier, the fence is a hedge, a wattle fence.
Task 2. Analysis of the meaning of words - synonyms and their comparison with words from the read work.
Task 3. Independently inventing synonyms and comparing them with a readable text.
Task 4. Selection for a given word, words with the opposite meaning, explanation of the meaning of the word, compiling phrases, sentences with these words.
Task 5. Work with mixed rows of similar and opposite words (synonyms, antonyms).
Task 6. Working with phraseological units.
The teacher asks to explain the meaning of the expressions. The phrases are written on the cards. Cards can be attached to a magnetic board, can be distributed to students. Also, students need to determine whether this expression is suitable for the work (excerpt, character) read in the lesson.
a) A man with a head, do not take off his head, like snow on his head, headlong, lose his head, his head is spinning, fooling his head.
b) Turn up the nose, lead by the nose, nod, stay with the nose, hang the nose, chop on the nose, meet nose to nose.
c) Talk in the eyes, do not blink an eye, even gouge out your eyes, clap your eyes, throw dust in your eyes, eye to eye.
d) Keep the ear sharp, blush to the ears, hang out the ears, hear out of the corner of the ear, ears on the top of the head, skip past the ears, the bear stepped on the ear, prick up the ears, buzz all the ears.
e) Tooth does not fall on a tooth, speak through teeth, speak through teeth, get on a tooth.
e) Tongue without bones, pull the tongue, swallow the tongue, the tongue does not turn, sharp on the tongue, evil tongues, find a common language, keep your mouth shut.
g) Falling out of hand, out of hand badly, light hand, wash your hands, pull yourself together, as if without hands, jack of all trades, pick up your hands, sit back.
h) From all legs, get up with your left foot, walk in step, not feeling your feet under you, stand on your feet, fall off your feet, knock off your feet, tangle under your feet, one foot here the other there.
Task 7. Teaching the ability to predict the content of the text and the development of semantic guesses.
1. Before starting to read a work, ask students to determine the genre of casting, theme, plot, emotional nature of the work. (V. Astafyev "Autumn sadness", G. Skrebitsky "Welcome!").
Task 8. Exercises aimed at determining the semantic structure of the text, the connection of the semantic parts of the text.
1.Find the mistake: The kitten has white paws. Grandfather Vanya is seven years old. I will swim yesterday. We were at the cottage tomorrow.
The systematic use of this kind of tasks will certainly bring positive results. Schoolchildren will have an interest in the works they read and the ability to independently understand the content of what they read, to draw appropriate conclusions from it. As a result of the proposed exercises, the vocabulary of students is refined and enriched, the lexical side of speech develops, the ability to correctly build sentences, correctly and consistently express their thoughts is developed. Interest and love for the native language appears and develops.
Literature:
1. Correctional pedagogy, 2007 №1(19), pp. 53-58
2.A.K. Aksenova. Methods of teaching the Russian language in a correctional school. Textbook for high schools. M.Vlados.1999.p. 175-180.
Students of a special (correctional) school of the VIII type form the skill of correct, fluent, expressive and conscious reading.
Correct reading- this is reading without distorting the sound composition of words, observing the correct stress in words. To form the skill of correct reading in children of this category, special exercises are used, the purpose of which is to establish a connection between visual and speech-motor samples of syllables and words, differentiate similar reading units, memorize readable syllables and words, unity of the processes of perception and comprehension of words:
differentiation of similar syllables and words (la-ra, ma-mya);
reading syllables and words in likeness (Masha, Dasha, Pasha);
reading syllables and words with preparation (ra-gra-rook);
reading words that differ by 1-2 letters (someone-cat);
reading words that have the same prefix, but different roots (passed-look);
Reading practice should take up most of the lesson. To do this, these exercises are used at the stage of speech charging, for the same purpose, reading “in a chain”, reading in paragraphs, in a relay race, and selective reading are used.
The formation of correct reading can be facilitated by the observation of students reading: slow reading of the text by the teacher - students follow the pointer through the book, combined reading (part of the text is read together with the children in chorus), conjugated reading (together - the teacher and students), etc.
fluent reading- this is reading at a pace that is typical for colloquial speech and in which the understanding of the material being read is ahead of its pronunciation (the average pace is 100-180 words per minute). The basis for the development of this quality is a sufficient supply of ideas about the world around.
The main working methods are as follows:
repeated reading of the text in different ways;
speech exercises (at the beginning of the lesson, students read the text on the cards “to themselves”, aloud, answer questions about what they have read);
reading passages in the text synthetically (in whole words) and analytically (by syllables, with analysis of difficult words and sentences);
semantic guess (the ability to predict individual words, phrases, further development of the plot - determine by the title what the text is about; what story can be made from the illustration; come up with the end of the story according to its first part; insert the missing words into the sentence);
visual dictations (speech material is read, analyzed, memorized, then the text or sentences are closed, the children reproduce it orally or in writing, and then compare it with the sample).
Expressive reading- this is such a reading, in which, with the help of various means of intonation, the emotional and semantic content of the work is most fully conveyed.
Intonation is a set of means of organizing sounding speech, reflecting its semantic and emotional-volitional sides and manifesting itself in successive changes in pitch, rhythm, tempo of speech, sound strength, voice timbre.
Techniques for developing the skill of expressive reading:
distinct pronunciation of sounds, syllables, words, tongue twisters to develop a clear articulation of speech sounds, good diction and proper breathing;
choral reading - to develop the ability to regulate the strength of the voice, reproduce the melody and tempo of the teacher's speech;
imitation of a model of expressive reading;
reading by roles, dramatization of the text;
special exercises on the formation of skills to consciously use certain types of intonation means (highlighting the named word with the voice, pronouncing phrases with different intonations);
markup of the text and subsequent reading with it in mind.
Conscious Reading- this is such reading, with the mastery of which the most complete understanding of the informational, semantic and ideological aspects of the text is achieved. The main types of work for the formation of this quality are: preparing students for the perception of the text, vocabulary work, initial expressive reading of the text by the teacher, repeated reading of the text by students, analysis of the read text, drawing up a plan, retelling, work on the expressive means of a work of art, characterization of literary characters.
preparation of students for the perception of the text may include excursions into nature, production, demonstration of objects, paintings, conversation, watching video filmstrips;
vocabulary work involves the analysis of words that carry a large semantic load in the text: the teacher explains completely unfamiliar words to children at the stage of preparatory work, other words are understood after reading the text during its analysis, Special attention is given to work on figurative vocabulary;
text analysis is carried out on the questions of the teacher, aimed at highlighting the main semantic units of the text, characters, their actions and motives, determining the sequence of events and their cause-and-effect conditionality;
consolidation of the content of the read text occurs in the course of working with illustrations to the text of “verbal drawing”, compiling the characteristics of a literary hero;
various types of retellings (short, complete, selective, concise, with a change in the face of the narrator), plans (pictorial, verbal, simple, complex, citation).
