Book:, “Teaching literacy to preschool children. Features of teaching literacy to children with general underdevelopment of speech Nishcheva teaching literacy to children webinar
Hello everybody.
I absolutely did not understand why the author of this notebook writes such syllables as "ik", "ok", "im", "it", "ip", etc. merged?????? I don't think it's right to teach children to eat together...
Hello everybody.
The prescriptions disappointed me, although I completely agree that it is necessary to start teaching children how to write in squared notebooks.
At first I upset the size of the book, it is smaller than a simple checkered notebook.
But the content was a bit of a surprise to me.
I absolutely did not understand why the author of this notebook writes such syllables as "ik", "ok", "im", "it", "ip", etc. merged?????? I think that it is not right to teach children to write printed words together. In the photo I will show how the child managed to write what the author advised.
You can't look at the words "mok", "com" without tears.
I strongly do not recommend buying such recipes.
Not only will they not help the child understand the basics of writing, but they will also accustom him to illiterate writing.
Attaching photo:
Tasks further become more complex: circle and color the letters, determine what sound the names are read with ...
The first of three notebooks, introduces the letters A, U, O, I, T, P, N, M, K, teaches to read simple syllables, there is a spelling of printed letters for development fine motor skills in combination with the indicated letters in the cells, develops phonemic perception, intelligence, memory.
Ideal for children with OHP 4 years old for the first acquaintance with letters and spelling in block letters.
The tasks further become more complex: circle and color the letters, determine what sound the names of objects are read with, then add the last letters in the words, fill in the letters missing in the middle of the word, find out all the letters and color with different pencils, and so on ...
In notebooks 2 and 3, tasks also become more complicated, consonants and hisses are being worked out, but the spelling in block letters is an order of magnitude higher, simple sentences are indicated ...
This is the very first notebook from a set of educational notebooks for classes with children with speech underdevelopment. There are three of them: #1, #2, #3. We purchased the whole set and are very happy about it.)) Here are letters, words in which letters can occur, and it is also proposed to circle lines, letters, syllables along dotted lines. All this in the future will help the child in writing block letters. The notebook is very entertaining, the child is engaged with pleasure!
Anna Kalinova
Features of teaching literacy to children with general underdevelopment of speech
A large place in the correctional and developmental process is given to literacy. Literacy is a certain way developing reading and writing skills. quality literacy education for preschoolers possible under the condition of developed phonemic hearing and phonemic perception.
The outstanding psychologist L. S. Vygotsky pointed out the need to start literacy at a certain stage in the development of the child, when his mental functions are in the stage of maturation. The efficiency in literacy, according to Vygotsky, can be achieved with maximum consideration of age features and opportunities child: the level of his thinking, perception, speeches, memory.
The child must also have sufficiently developed speech hearing and « special eye for letters» (normal vision promotes memorizing lettering without special work). The human brain, according to T. G. Wiesel, includes cells that are in charge of "memorization and ability to use letters".
Development and improvement of the methodology children's literacy preschool age has its own history.
sound method literacy, proposed by K. D. Ushinsky, had both its advantages and limitations: great attention was paid to acquaintance children with sound side speeches and sound analysis (the work was carried out with whole sounding words, and not with isolated sounds, but was not given way of learning to read.
I. N. Shaposhnikov proposed a more advanced method literacy. According to his method literacy comes from the division of a word into syllables, and words into sounds, and the distinguished sounds are indicated by a printed letter (writing process) followed by reading the written word (reading process). But even this technique did not reveal the very mechanism of the reading process, the moment of merging sounds into a syllable.
D. B. Elkonin developed a new technique learning to read. Process learning reading is based on the sound matter of the language and consists of three interrelated stages: selection of phonemes in the word, general orientation in the phonemic system of the language; mastering the system of vowel phonemes, designating them with letters, forming an orientation towards vowel phonemes and letters; mastering the system of consonant phonemes, designating them with letters, recreating the sound form of a syllable and a word, forming the main reading mechanism.
System of work on teaching children literacy. G. Goretsky, V. A. Kiryushkin, A. F. Shanko is based on the analysis of the sounding speeches. New in this system is a different sequence of learning sounds and letters. This sequence is based on the principle of the frequency of the use of sounds (lit.) in Russian (from the most common to the least common and then to the least used in the volume of the entire alphabet).
Special method deserves attention. literacy training for preschoolers L. E. Zhurova. Children are taught how to mastery of mental actions - sound analysis, positional reading on the material of the entire alphabet; strict stages of formation are observed way of reading. Important and significant in this technique is that in the process learning children master the action of quantitative, and then qualitative sound analysis of the word.
Considered methods literacy education focused on teaching children without speech pathology. Teaching literacy to preschool children with general underdevelopment of speech requires a special technique. This contingent children has great difficulty in mastering diploma.
Systems children's literacy with OHP were developed by such leading specialists as L. F. Spirova, R. I. Shuifer, T. B. Filicheva, G. V. Chirkina. Consider peculiarities, structure and content of the system teaching literacy to children with OHP.
L. F. Spirova and R. I. Shuifer point to the primacy of studying the sound-letter composition of words. Process literacy based on the following conditions:
- education conducted only on correctly pronounced sounds and words ( literacy as a continuation of pronunciation);
A different order of studying sounds and letters is proposed in comparison with the methods children's literacy without speech pathology;
The pace of passage of all sounds is slower (1.5 years);
The skill of quick orientation in the sound-letter composition of the word is developing;
All verbal material is familiar to children;
In-depth work is being done on the formation of morphological generalizations;
In parallel with the study of sounds and letters, elementary rules are given grammar and spelling;
One and the same sound and letter are studied;
Acquaintance with a new letter is carried out by analyzing its elements;
T. A. Tkachenko offers a system teaching literacy to preschoolers with OHP, where the generally accepted sequence of studying sounds and letters according to the system of G. A. Kashe is taken as a basis (y, a, i, p, t, k, o, s, s, z, w, etc.). Literacy education designed for two years - in the senior and preparatory groups for school.
In the first year of correctional work, preschoolers with general underdevelopment of speech acquire clear ideas about each sound, improve the skill of sound analysis and synthesis (without entering letters).
Second year learning suggests following:
From the very first lessons, a letter image of the studied sounds is given, which promotes faster memorization of letters;
Assimilation of syllabic structures of words occurs through sound-letter analysis and synthesis (work with diagrams, split alphabet);
Developing the skill of syllable reading (auditory dictations). It is necessary to take into account such important points in teaching children with speech underdevelopment:
The name of the letters is given in accordance with the pronunciation of the sound in the final position of the words (poppy, house, what promotes the formation of the skill of smooth, continuous syllable-by-syllable reading;
Special system deserves attention. literacy preschoolers six years old general underdevelopment of speech Filicheva T. B. . Literacy education according to this method, it is carried out on the material of sounds previously worked out in the pronunciation. At the heart of the system literacy education is given a special the order of learning letters, which is determined by the articulatory complexity of pronouncing the sound. Content learning distributed over periods.
First period: completion of work on the formation of readiness for literacy started in senior group in the classes on the formation of sound culture speeches.
Second period: Start literacy. Acquaintance with vowels (a, y, o, and, with consonants (m, p, t, k, s); folding letters of the split alphabet of syllables (mu, su, words (poppy, soup) in the footsteps of sound analysis and synthesis; converting words by adding, rearranging, replacing sounds; meaningful reading.
Third period: literacy. Expanding the volume of studied sounds and letters (w, p, l, h, c, h, u); analysis and synthesis of monosyllabic words with a confluence of consonants (table, two-syllable words (mouse, three-syllable words (Panama); exercises to determine the missing letter in a word; reading syllables, making words from syllables; education continuous reading with an explanation of the meaning of what was read; dividing sentences into words, determining the order and number of words in a sentence
distinctive feature of the literacy system preschoolers with OHP N. V. Nishcheva lies in the fact that the educational process itself begins with the middle group (in the second quarter). N. V. Nishcheva offers educate children preparatory group for the alphabetic name of letters and learn the Russian alphabet with preschoolers (in the second and third quarters).
According to the system, the Beggar Child with OHP is already in middle group reads words consisting of two open syllables (note, mother, and in preparatory group a letter is added to the reading in block letters.
Throughout the period learning the development of phonemic analysis skills is carried out. The author pays much attention to the prevention of dysgraphia and dyslexia.
Considered systems literacy are widely used by speech therapists in corrective work with children with OHP.
From the foregoing, it follows that it is the preschool period that is most favorable for the child to enter "linguistic reality". During literacy there is an intensive mental development of the child, his educational activity, which allows preschoolers in the future without special difficulties to get involved in the school educational process.
Bibliography
1. Wiesel, T. G. Anomalies speech development child [Text] / T. G. Wiesel. - M., 1995. - 37p.
2. Zhurova, L. E. Teaching preschoolers to read and write [Text]: methodical allowance / L. E. Zhurova, N. S., Varentsova, N. V. Durova. M: School-Press, 2004.- 144 p.
3. Nishcheva, N.V. Program correctional and developmental work in speech therapy group kindergarten for children with general underdevelopment of speech from 4 to 7 years. [Text] / N. V Nishcheva. - St. Petersburg: CHILDHOOD-PRESS, 2006. - 352 p.
4. Tkachenko, T. A. In the first class - no defects speeches [Text]: Methodical allowance / T. And Tkachenko. - St. Petersburg: CHILDHOOD-PRESS, 1999 - 112p.
5. Filicheva T. B. Corrective education and upbringing of children 5 years of age with general underdevelopment of speech [Text] / T. B. Filicheva, G. V. Chirkina - M., 1991. - 44 p.
6. Shashkina, G. R. Logopedic work with preschoolers: educational allowance [Text] / G. R. Shashkina, L. P. Zernova, I. A. Zimina. - M.: Academy - 2003.-240s.
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