Survey of children with dysgraphia

Survey of children with dysgraphia

Yarosh Tatyana Aleksandrovna

In the first quarter of the school year, the parents of some undergraduates may receive an invitation to receive from the school speech therapist. One of the reasons for the invitation may be disgrafia identified in the child - written language disorders. It is revealed by the results of the control dictations offered to students in grades 2–4 in September. Children, in the dictates of which specific disgraphic errors are revealed, require remedial classes, for which a comprehensive study of the child’s speech state is required. What is this study?

At the primary reception, a speech therapist conductscollection of historical data.It is necessary to find out what circumstances could affect the lag in the development of speech: the pathology of pregnancy, childbirth, and the early age of the child. After that, a history of speech is collected: when there was a rattle, babble, the first words and phrases. It is necessary to find out whether the child was involved with a speech therapist, and with what results.

An important point of the survey is the collection of data on the state of hearing, vision, general and articulatory motility, features of the child's cognitive activity. The state of hearing is checked by loud and whisper speech at a distance of 6 m. The state of healthy perception is checked mainly on assignments for recognizing and naming colors.

During the examination of general motor skills, the ability to maintain a given position for a certain time, smoothness of movements, and lack of tension is determined. Very important is the result of the examination of fine motor skills. Each child is explained and shown in advance, and then offered to perform it.For the examination can be offered such exercises:

- consistent touch with the thumb of the right (and then the left) hand to the rest of the fingers;

- simultaneous raising of the fingers of the right (left) hand from the table;

- sequential lifting of the fingers from the table, starting with the big one;

- simultaneous change of the position of the hands (one hand with fingers joined together, the second with divorced ones - then vice versa).

When examining the state of articulation motility, the structural features of parts of the articulatory apparatus are taken into account: lips, teeth, hard and soft palate, tongue, and hypoglossal ligament. After this, the child is offered to repeat the articulation exercises that the speech therapist shows. During the evaluation of motor skills, the accuracy and volume of movements performed, the change in the tone of the articulatory apparatus, and the ability to hold the articulatory position are taken into account.

After examining the state of the articulatory apparatus, the speech therapist checks the pupil's oral speech. The pronunciation of vowel and consonant sounds is checked, special attention is paid to substitutions and confusing sounds. Attention is paid to whether the child creates the syllabic structure of the word, whether he uses the stress correctly.

When examining the state of phonemic perception and sound analysis, the child is offered the following tasks:

- determine the number and sequence of sounds in words;

- determine the location of a given sound in different words;

- to name common sounds in different words;

- to name great sounds in similar words;

- pick up words for a given sound;

- pick pictures for a given sound.

When examining the lexical and grammatical system of speech, the volume of active and passive vocabulary, mainly used parts of speech, the correct use of words according to their meanings are taken into account. The structure of the sentences that the child uses (simple, common, complex), as well as the correctness of the construction of statements, is analyzed. Specially selected tasks make it possible to identify agrammatism in the coordination of words in gender, number, case.

A mandatory element of the survey is to check the student's coherent speech. The child is offered a series of drawings or a complex plot drawing, according to which he must make a short story. As a rule, this task causes the greatest difficulties for children with disgrafic. They simply make up a few simple common and non-widespread sentences on the content of pictures, but they cannot link them together so that a complete story comes out.

After examining independent statements, the student is invited to read the letters, syllables and words of a different syllable structure.Attention is paid to the type of errors (continuous or letter-by-letter reading, omissions, permutations, letter replacements, stress). Then the child is invited to read and retell a small text. This takes into account the reading technique (fast, slow, inexpressive, with errors) and reading comprehension.

Examination of the state of mental processes of the student is carried out both at the primary reception and during remedial exercises. Children are offered games to test and develop memory, attention, logical thinking, visual-spatial representations.

According to the results of a comprehensive survey of the state of speech, correctional work is being carried out to overcome the child's dysgraphia.

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  • Survey of children with dysgraphia

    Survey of children with dysgraphia

    Survey of children with dysgraphia

    Survey of children with dysgraphia

    Survey of children with dysgraphia

    Survey of children with dysgraphia

    Survey of children with dysgraphia

    Survey of children with dysgraphia

    Survey of children with dysgraphia

    Survey of children with dysgraphia

    Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia Survey of children with dysgraphia