Logopedic examination of elementary school children. knowledge of general words

Methodical development

"EXPRESS - SPEECH DIAGNOSTICS

JUNIOR SCHOOL CHILDREN"

Speech therapist Gogichaeva A. T.

Explanatory note to the examination of the speech of children in grades 1 - 4

Increasing the efficiency and quality of teaching students in general education schools involves the timely identification, prevention and elimination of shortcomings in oral and written speech that some of them have.

Target carrying out this technique is to identify the characteristics of the oral and written speech of the child, the nature of speech disorders, to give recommendations and a development prognosis.

During the examination, it is necessary to maintain a positive attitude in contact with the child. Any comments or assessments by a speech therapist are strictly not allowed, addressed not only to parents, but also to colleagues.

The examination of the level of speech development is carried out according to the following parameters:

the state of the articulatory apparatus and sound pronunciation
vocabulary state
the state of the grammatical structure of speech
state of connected speech
formation of phonemic processes
development of written language.

Analysis of oral speech disorders should be considered from the standpoint of the systemic structure of speech activity and taking into account the principle of development

Establishing the level of formation of language means during the survey allows you to determine:

A) is the speech defect limited only by the unformed pronunciation;

B) whether it extends to the entire sound side of speech (sound pronunciation and phonemic processes);

C) whether the defect covers the main components of the speech system (the sound side of speech and the lexico-grammatical structure).

Comparison of the nature of pronunciation shortcomings with the level of development of phonemic processes, vocabulary, grammatical structure allows us to clarify the role of pronunciation defects in the overall picture of oral speech impairment. So, if pronunciation flaws appear only in the form of a distorted pronunciation of individual (or several) sounds, then in the vast majority of cases this indicates an isolated phonetic defect. This means that by school age, for a number of reasons, this child did not have time to adapt the articulation pattern to the pronunciation of certain sounds in the phonetic system of the language of which he is a native speaker. The formation of phonemic processes is not delayed; on their basis, spontaneous prerequisites for mastering the analysis and synthesis of sound composition develop in a timely manner. In the future, the child freely masters writing and reading and fully assimilates the curriculum as a whole.

A different approach should be taken to the diagnosis of pronunciation deficiencies in cases where they manifest themselves mainly in the form of mixing and replacing various oppositional sounds (according to acoustic and articulatory features). Since this type of pronunciation disorder is an indicator of the underdevelopment of phonemic processes, the level of their formation must be revealed in children. Such children slowly and with certain problems form spontaneous prerequisites for the analysis and synthesis of the sound composition of the word, which seriously complicates learning to read and write, and then the native language as a whole.

The writing process is normally carried out on the basis of a sufficient level of formation of certain speech and non-speech functions: auditory differentiation of sounds, their correct pronunciation, language analysis and synthesis, the formation of the lexico-grammatical side of speech, visual analysis and synthesis, spatial representations. The lack of formation of any of these functions can cause a violation of the process of mastering writing, dysgraphia.

Dysgraphia (writing disorder) is a significant percentage among other speech disorders found in students in public schools. It is a serious obstacle in the acquisition of literacy by students at the initial stages of education, and at later stages in mastering the grammar of their native language. In the process of examination, it is necessary to take into account not only what the child does not yet own, but also the opportunities available to him.

Some teachers consider dysgraphic errors to be ridiculous, caused by the personal qualities of students: inability to listen to the teacher's explanation, inattention when writing, careless attitude to work, etc. In fact, such errors are based on more serious reasons: the lack of formation of the phonetic-phonemic and lexical-grammatical aspects of speech. So, omissions of vowels and consonants - “trva”, “tava” instead of grass; permutations of letters in the word - “tko” instead of who; "onko" instead of window; permutations and dropping out of syllables - “kokrodil”, “krodil” instead of crocodile; the appearance of extra letters or syllables in the word - “tarava” instead of grass, “motorcycle”, “monotsikil” instead of motorcycle; omission of letters or syllables in the word - "o" - instead of he, "red" instead of red, "many" instead of many, etc. due to the lack of formation of phonemic perception and the analysis and synthesis of the word associated with it.

The lack of formation of phonemic hearing leads to the fact that students do not distinguish between the phonemes of their native language. In writing, this is expressed in the form of mixing and replacing letters, for example: “hog” instead of a hedgehog, “trupochka” instead of a tube, “crusty” instead of bitter, “cones” instead of drying, “saber” instead of a heron, “pyaynik” instead of a teapot and etc., as well as the inability to correctly apply certain grammatical habits when writing. So, some students do not feel the stressed vowel and therefore find it difficult to determine the unstressed and in the selection of the test word, make mistakes in the selection of the test word for stunning consonants. Even having chosen the correct test word, the child makes a mistake: "pillars" instead of pillars, "young" instead of a skirt. Knowing the rules doesn't help them. There are many mistakes in writing prepositions, prefixes and conjunctions.

The lag in the development of the lexico-grammatical side of speech leads to agrammatism. In writing, this is expressed in the form of incorrect coordination and management of various parts of speech. Students are not able to coordinate adjectives with nouns in gender, number and case and nouns with numerals in number, for example: I don’t have a red dress, five white mushrooms; incorrectly choose the case forms of nouns in the phrases verb + noun, for example: let's go from the basket, ride on the sled. Children do not feel the intonation and semantic legitimacy of the sentence, therefore they cannot correctly mark the boundary of the sentence in writing, as a result, they do not correctly put a full stop at the end of the sentence and write a capital letter at the beginning.

The poverty of the vocabulary, the inability to express one's thoughts in the form of a common sentence, the misunderstanding of cause-and-effect relationships leads to the fact that students at later stages of education are not able to write presentations and essays.

One of the main tasks of a speech therapist is to correctly determine the causes underlying the violation of writing, since the methods and duration of corrective work depend on this.

All identified errors in the letter must be carefully analyzed.

It is also necessary to separate true dysgraphia from incorrect writing, caused by a number of reasons, but not due to speech underdevelopment. These reasons include the following: insufficient assimilation of the school curriculum in the Russian language, pedagogical neglect, the influence of bilingualism.

It is necessary to study errors in various types of written work: copying, writing from dictation, creative work.

Until now, there is no common understanding at what age or at what stage of schooling, as well as at what degree of manifestation of the disorder, the presence of dysgraphia can be diagnosed in a child. Therefore, the separation of the concepts of “difficulties in mastering writing” and “dysgraphia” is understood as a persistent violation in the child of the process of implementing writing at the stage of schooling, when the possession of the “technique” of writing is considered complete, more correctly.

Essential for the diagnosis of dysgraphia is its differentiation from the perspective of the development of the defect, proposed by S.F. Ivanenko (1984). The author identified the following four groups of writing disorders, taking into account the age of children, the stage of literacy training, the severity of violations and the specifics of their manifestations

1. Difficulties in mastering writing.

Indicators: fuzzy knowledge of the letters of the alphabet; difficulties in translating a sound into a letter and vice versa, when translating a printed grapheme into a written one; difficulties of sound-letter analysis and synthesis; reading individual syllables with clearly learned printed characters; writing under the dictation of individual letters. It is diagnosed in the first half of the first year of study.

2. Violations of the formation of the writing process.

Indicators: mixing of written and printed letters on various grounds;

Difficulties in retaining and reproducing the semantic alphabetic row; difficulty in merging letters into syllables and merging syllables into a word; writing off written letters from printed text is already being carried out, but independent writing is in the process of formation. Typical mistakes in writing: writing words without vowels, merging several words or splitting them. It is diagnosed in the second half of the first and the beginning of the second year of study.

3. Dysgraphia.

Indicators : persistent errors of the same or different types. It is diagnosed in the second half of the second year of study.

4. Dysorphography.

Indicators : inability to apply spelling rules in writing according to the school curriculum for the corresponding period of study; a large number of spelling errors in written works. Diagnosed in the third year of study.

The examination is carried out individually, in a traditional form, taking into account program requirements.

The duration of the diagnosis is 20 - 30 minutes. Survey data are entered in the conclusion form, to which samples of written work are attached.

Logopedic examination of oral and written speech

younger students.

(1 - 4 grades)

1. Anatomical structure of the articulatory apparatus.

Note the presence and nature of anomalies in the structure.

Lips (thick, thin, cleft, scarred)

Teeth (sparse, crooked, small, outside the jaw arch, missing teeth).

Bite (prognathia, progenia, open lateral, open anterior)

Hard palate (high narrow, flat, cleft, shortened)

Tongue (massive, small, with a shortened hyoid ligament)

Deviations in the structure of the articulatory apparatus are detected visually, i.e. a speech therapist examines parts of the articulatory apparatus from the outside and inside.

II. Speech motor skills.

The state of the mimic muscles.

Tasks:

Raise eyebrows up ("surprise")
Puff out cheeks ("fatty")
Draw in cheeks ("skinny")

The state of articulatory motility(performing imitation movements)

Lips - "smile", "tube".

Tongue - wide, narrow, up - down, "pendulum"

Mark the following movement parameters:

The presence or absence of movement;

Tone (normal tension, lethargy, excessive tension).

Volume of movement (full, incomplete)

The ability to switch from one movement to another.

Movement substitutions

Additional and extra movements (synkenesia)

The presence of tremor, hypersalivation, deviations of the tip of the tongue.

Smoothness of non-speech and speech breathing, duration of speech exhalation.

Volume (normal, quiet, excessively loud)

Presence or absence of nasal connotation

Gloss modulation (presence or absence of monotony)

IV. Features of the dynamic side of speech (in the presence of phrasal speech).

Tempo (normal, fast, slow)

The correct use of pauses.

The use of the main types of intonation (narrative, interrogative, incentive)

V. The state of sound pronunciation and the syllabic structure of the word.

1. Determine the nature of the violation of the pronunciation of speech sounds: absence, replacement, confusion, deduction, articulation.

Examination technique:the child is invited to repeat words and phrases reflected after the speech therapist.

An approximate list of words, phrases and sentences:

K - X: refrigerator, kitchen, hamster. Katya is in the kitchen.

L ' - Y: Ilya and Yulia are walking along the alley. Swans fly south. Yulia is watering a lily from a watering can.

S - W: Sashenka has six pieces of glass. Sasha is walking along the highway. The driver stepped off the footboard.

The sun on the window. Sasha dries dry.

W - F: spin, deserve, tremble. Zoya has a yellow umbrella. Iron shovel. Useful animal.

S - S '- H: Sonechka, net, part, handbag, I study, I spin, I roll.

The mast is up. Sonya has seeds.

T' - H: teacher, bird, first aid kit, flows, be silent, scream.

H - C: student, teacher, swinging, it turns out, chick, clinic, ends.

H - W: thicket, cleaner, brush, watchmaker, student, bored, cheeks.

S - C: knitting needle, titmouse, stairs, stage, sugar bowl, caterpillar.

W - S: laughing, strengthen, tail, sowing.

L - R: Lara, piano, ballerina, talkative, juggler, won, marmalade, mirror, folding bed.

R - R': Roma paints the frame with paint. Rita cooks rice.

It is fixed how correctly the child pronounces sounds.

2. Examination of the syllabic structure of the word.

Survey methodology: the child is invited to repeat the words reflected behind the speech therapist:

bear apricots aquarium

door avenue demonstration

tram tablecloth crossroads

camel swallow tv

sugar bowl brushwood adjuster

VI. Vocabulary research.

Active Dictionary

Target : identification of the volume of the active dictionary.

1. Subject dictionary.

A) Naming objects from pictures: “What is this?”;(p.11 - 12)

Suggested material:

Cabbage, notebook, vegetables, pen, radish, book, clove, saucer, glass, kettle, plate, pencil, ruler, garden bed, zucchini, plant.

Service, window sill, frame, window leaf, elbow, glass, eyelashes, knee, eyebrows.

b) Describe in one word:

Plane, bus, tram...

Raspberries, blueberries, cranberries…

Autumn winter spring Summer…

Artist, doctor, pilot...

C) Choose the appropriate noun for these adjectives and verbs:

Dry... shining...

Narrow… writes…

Wet… send…

Joyful… crawling…

Straight... jump...

Dexterous... bows...

2. Verb dictionary:

a) Who is doing what?

Door... postman...

Lightning... hairdresser...

Wind… seamstress…

Leaves... pilot...

Rain... cook...

Brook... artist...

b) "Who is screaming?"

Cat... chicken...

Cow... goose...

Dog... crow...

Horse... mosquito...

The level of vocabulary development is fixed.

3. "Say the other way around"

Exercise : Finish the sentences:

1 - 2 class 3 - 4 class

Plasticine is soft, and the stone ... Plasticine is soft, and the stone ...

The coal is black, and the snow ... The pillow is soft, and the board ...

Tanya draws well, and Zina ... They cook thick porridge or ...

The sofa is soft, and the bench ... The forest can be thick or ...

Volodya is polite, and Sasha ... Strawberries are small, and the club

In the conclusions, the child's ability to select words with the opposite meaning is noted.

VII. The state of the grammatical structure of speech.

Target : study of the possibility of distinguishing meaning on the basis of the grammatical meanings of words.

1. Inflection.

a) the use of nouns in the nominative case of the singular and plural:

“One is a table, and if there are many, then we say that these are tables.”

Suggested material:

Table - ... tables chair - ... chairs

Ear - ... ears tree - ... trees

Sleeve - ... sleeves window - ... windows

Mouth - ... mouths forehead - ... foreheads

Eye - ... eyes of a lion - ... lions

Leaf - ... leaves stump - ... stumps

b) The use of the genitive plural form of nouns.

"Many things?"

House - ... houses kitten - ... kittens

Doll - ... dolls pine - ... pines

Beetle - ... beetles stump - ... stumps

Wood - ...trees envelope - ...envelopes

Key - ... keys bucket - ... buckets

2. Word formation.

a) The formation of nouns with a diminutive suffix.

"Say kindly"

Spoon - ... apple spoon - ... apple tree

Carpet - ... rug sheet - ... leaf

Bed - ... bed, bed sparrow - ... sparrow

Bucket - ... bucket, bucket blanket - ... blanket

b) ● Formation of relative adjectives from nouns.

"What is it made of?"

Down pillow - down pillow

A lump of snow - ...

Plum juice…

Carrot juice...

Silk dress - …

Wool mittens - …

● Forming possessive adjectives from nouns. "Whose? Whose? Whose?"

Mom's bag - mom's bag

Grandma's jacket - ... grandmother's jacket

Cow head - ... cow head

Fox hole - ... fox hole

Hare tail - ... hare tail

Dog hair - ... dog hair

Cat whiskers - ... cat whiskers

Bird's beak - ... bird's beak

The conclusions differ in the presence and nature of agrammatisms.

3. Understanding of logical and grammatical constructions.

Answer the questions:

Masha is older than Yulia, which of the girls is younger?
Olya is lighter than Katya, which of the girls is darker?
The dishes were washed by my mother's daughter. Who washed the dishes?
The boy is saved by the girl. Who saved whom?
Mom is wearing a daughter's sweater. Who is left without a sweater?
The guys went into the forest as soon as the rain stopped. Were they in the forest before the rain or after?

The accessibility of understanding such structures is analyzed.

VIII. The state of connected speech.

It is proposed to compose a story based on a series of pictures united by a single plot.

Target: identifying the possibilities of compiling a coherent story based on a series of pictures united by a single plot, and establishing a connection between the events reflected in these pictures.

Survey methodology: plot pictures are laid out in front of the child, they are offered to consider them, put them in order and compose a story.

Equipment: a series of pictures with a sequential deployment of the plot.

Grade 1 - "Girl's Morning" (p. 14) Grade 2 - "Fire»; (p16)

3 - 4 classes - "Snowman", "Corn";(p.15-16)

In the conclusions, note the understanding of a complex line, the coherence and meaningfulness of compiling a story, the possibility of choosing a name for this plot, the presence and nature of agrammatisms, the level of development of coherent speech.

IX. The state of phonemic processes(phonemic hearing, analysis, synthesis).

1. Phonemic hearing.

Target: checking auditory perception and the ability to reproduce syllabic rows in a given sequence.

Survey methodology: The child is asked to repeat the following syllables:

Pa-pa-ba

Pa-ba-pa-pa

Sa - sha - for - zha

Sa-za-ca-for

The execution of the task is recorded in accordance with the instructions.

2. Language analysis, synthesis;(p.13)

Target : checking the level of formation of phonemic hearing and the ability to perform sound analysis of a word.

a) phonemic analysis and synthesis.

Say the word according to the first sounds of the pictures

ship, window, hare, orange: [k] + [a] + [s] + [a]

snowman, bus, scissors, whale, needle: [s] + [a] + [n] + [k] + [and].

What is the last sound in the words:

poppy, pencil, finger

Name 2 sounds in words:

stork, house, hand.

B) syllabic analysis, synthesis.

Determine the number of syllables in the words:

elephant, wall, hammer.

C) analysis of the composition of the proposal

Determine the number, sequence and place of words in a sentence.

Autumn has come.

It often rains in autumn.

An old man with a large basket came out of the forest.

The child's ability to produce language analysis, synthesis is fixed.

X. Study of the process of writing.

Written works in workbooks and control notebooks are analyzed.

If necessary, a letter under dictation (auditory dictation) is given to clarify violations.

Grade 2 _ "Walk".

Here is a big forest. A river behind the forest. There are many flowers around the river. A butterfly sat on a flower. Zoya catches her with a net. Zhenya is looking for mushrooms. Sasha and Yasha found a hedgehog. Grisha caught a pike.

Grade 3 "Autumn".

Autumn came. A cold wind began to blow. It rains more often. There are large puddles on the porch. The flowers in the flower bed withered. Leaves are falling from the trees. The water in the river darkened. Zoya and Sasha go to the forest. There they look for mushrooms.

Grade 4 "Autumn".

Gray and cold autumn. It rains more often. The wind is howling in the field. Sensitive silence in the autumn forest. Leaves fell to the ground withered. Only sometimes you can find a small flag on a bare branch. This is the last leaf. Gloomy clouds float above the earth. It's about to snow.

In the conclusions, we note the nature of the writing process, i.e. whether the child can immediately write the word phonetically correctly or pronounce it, whether he makes corrections (crosses out, rereads and corrects again) or cannot and does not try to find mistakes at all.

We pay special attention to specific errors:

specific phonetic substitutions (lack of distinction between sounds belonging to the same or different groups, differing in subtle acoustic-articulatory features).
violation of the syllabic structure of a word (omission of individual letters and whole syllables, rearrangement of letters or syllables, separate spelling of parts of one word and continuous spelling of words).
grammatical errors (omission or incorrect use of prepositions, function words, case endings, incorrect word agreement, management errors).
graphic (optical). These are replacements of letters by graphic similarity.

Based on the results of the examination, a speech therapy conclusion is issued, in which the state of the child's oral and written speech at this stage of development is analyzed, recommendations are given for the correction and development of the child's speech.

BIBLIOGRAPHY

1. Bessonova T.P., Gribova O.E. Didactic material for the examination of children's speech. - "Arkti", 1997

2. Volkova G.A. Methods of psychological and logopedic examination of children with speech disorders. - St. Petersburg, 2003

3. Voronova A.P. Writing disorders in children (guidelines) .- SPb., 1994

4. Voronova A.P. Diagnosis, prevention and correction of writing in children with speech disorders // Scientific and methodological journal Logopedia No. 1, 2004

5. Efimenkova L.N. Correction of oral and written speech of primary school students. M., 2003

6. Kornev A.N. Reading and writing disorders in children.-SPb., 1997

7. Lalaeva R.I., Venediktova L.V. Reading and writing disorders in younger students. - St. Petersburg, 2004

8. Loginova E.V. Writing violations. Features of their manifestation and correction in younger schoolchildren with mental retardation. - St. Petersburg, 2004

9. Speech therapy. Proc. for stud. defectol. facts ped. universities / Ed. Volkovoy L.S. Shakhovskoy S.N. –M., 1998

10. Milostivenko L.G. Guidelines for preventing reading and writing errors in children; from work experience, textbook.-SPb., 1995

11. Psychological-medical-pedagogical examination of the child. / set slave. mat-ov, ed. Semago M.M.

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This article proposes a selection of possible diagnostic work to identify the immaturity of the writing process and problems in its development in primary school students of secondary schools. The proposed works can be used in whole or in part by speech therapists and primary school teachers to identify problems in mastering the processes of writing in children.

The problem of writing disorders (dysgraphia), often combined with a violation of the reading process (dyslexia) in school-age children, is one of the most relevant for learning, since writing and reading directly affect the success of further learning by students.
The presence of specific errors not related to the use of spelling rules is the main symptom of dysgraphia. These errors are persistent, and their occurrence is not associated with violations of the child's intellectual development or with the irregularity of his school attendance.

Normally, the writing process is carried out on the basis of a sufficient level of formation of certain speech and non-speech functions:

auditory differentiation of sounds,
their correct pronunciation
language analysis and synthesis,
formation of the lexical and grammatical side of speech,
visual analysis and synthesis,
spatial representations.

Despite the fact that the doctrine of violations of written speech has existed for more than a hundred years, until now issues of diagnosis and correction these violations are relevant and complex.

Children come to the first grade of school unprepared, having problems with the development of various functions necessary for the successful mastering of the processes of writing and learning in the future.

To compile a complete picture of the student, diagnostic work should include not only dictation and copying, but also a number of tasks that allow assessing the formation of language analysis skills, as well as the full assimilation of the school curriculum for the previous period of study.

In addition to this work, it is necessary to evaluate the student's homework, classroom and test work, since sometimes there are children who, from excitement in front of an unfamiliar teacher and before responsible work, are confused and perform it much worse than their real capabilities, making ridiculous mistakes. It happens the other way around, with successful writing of a text from dictation, children are not able to divide words into syllables, perform sound-letter analysis, and do not understand tasks.

The speech pathologist needs to clearly distinguish between the mistakes of students. It is not necessary to keep a record of all spelling and punctuation errors, even if their number exceeds the allowable amount, and the work is performed unsatisfactorily. Their character is taken into account. Particular attention should be paid to the student's ability to navigate on the sheet, ideogram - involuntary writing (name, surname, address, etc.). As well as errors in the delimitation of speech units (sentences, words, prepositions, conjunctions), errors in sound analysis (omissions, insertions, simplification of word structure, permutations, contamination), errors in designating the softness of consonant sounds (vowels of the 2nd row and the letter ь ), mixing letters according to acoustic-articulatory similarity (vowels, voiceless and voiced paired consonants, whistling and hissing, sonors R-L, afrikat) mixing according to kinetic characteristics, perseverations, anticipations, agrammatisms (violations of word formation, agreement, control, use of prepositions) .

These types of errors indicate:

unformed mental and phonemic processes;
violations of the lexical and grammatical side of speech;
impaired auditory and visual attention, perception and memory;
Difficulties in switching from one activity to another.

In the manual Sadovnikova I. N. “Written speech disorders and their overcoming in younger schoolchildren”, a table is presented for recording specific writing errors, which can be useful when examining the written speech of elementary school students.

When evaluating writing as a school skill, it is also taken into account pace(average standard: grade 1 -15-20 words per minute; grade 2 - 35-45 words; grade 3 - 55-60 words; grade 4 - 75-80 words) and calligraphy skill.

Tasks for diagnosing writing disorders in primary school students

Below is an approximate list of tasks for diagnosing writing disorders in primary school students.

It does not matter if some of them (for example, the proposed dictation) have already been performed by the class during the school year. As practice shows, this absolutely does not affect the successful writing of work by children with problems in writing. Moreover, the comparison and analysis of records of the text of the same dictation, which was written by the child repeatedly, will make it possible to compile an expanded picture of the student's capabilities at different times of the day and with different types of assistance provided to him.

The purpose of all tasks is to reveal the lack of formation of any of the functions that causes violations in the process of mastering writing. One of the main tasks of a speech therapist is to correctly determine the mechanisms that underlie the violation of writing in each individual child. This will depend on the methods and duration of training.

Diagnostic work should be carried out at the beginning and at the end of each year of study, from 2nd to 4th grade. To draw up a preliminary picture of the progress of children in the 2nd grade, it is also necessary to carry out diagnostics at the end of the 1st grade. It should be noted that at the beginning of the school year, diagnostic work will be more revealing if children are examined according to the principle of decreasing age.

So, naturally, for 4th grade students, the writing process is more automated and differs from the nature of the writing of a 2nd grade child. Therefore, it is advisable to distribute the first two weeks of September, allotted for examining speech in children, as follows:

Each work is designed for one school lesson (40 minutes)

for 1st grade students (end of education)

Task number 1

Listen to the words and write down only those that begin with a consonant sound:

antelope, seal, platypus, bison, dolphin, rhinoceros, lynx, deer, kangaroo, leopard.

Task number 2

Mark in task No. 1 all hard consonants in blue, and soft in green.

Task number 3

Write down from memory:

Ten boys live in one closet.
(the sentence is repeated only once)

Task number 4

For the words of the objects, write down the words that are suitable in meaning, denoting their actions:

Wind __________
Water ___________
River ___________
The sun _________

Task number 5

"Spring came"

The sun is shining. The snows are melting. Icicles are crying. Ice cracked on the river. A woodpecker is chirping in the forest. Animals and birds are happy with the warmth and spring.

Task number 6

Write down only the last sounds you hear in the called words:

house, picture, noise, doll.

From the sounds you recorded, you should get a word.

Diagnostic speech therapy work
to detect writing violations
for students of the 2nd grade (beginning of training)

Task number 1

Make up a word from the given letters:

Task number 2

coal
boy
Christmas tree
lighthouse

Determine how many letters and sounds are in the words and write next to each word.

Task number 3

Make up a sound scheme for the word APPLE.

Task number 4

Listen to the words and write down only the names of the berries:

raspberries, tomatoes, potatoes, currants, onions, cherries, cabbage.

Task number 5

Put stress in the words from task number 3 and divide them into syllables.

Task number 6

"Our dogs"

Our dog Bulka lives with us. Bulka has two puppies. We named them Timka and Tom. We often went to the river. Timka and Tom ran after us.

Diagnostic speech therapy work
to detect writing violations
for students of the 2nd grade (end of education)

Task number 1

Write the following words in a dictation column:

disease
flood
crumble
nosed
parents

Task number 2

cucumber, seagull, notebook.

Separate them into syllables with a vertical bar.

Task number 3

Make up phrases with one of the words from task No. 2 noun + adjective (subject and its sign)

Task number 4

Make sound patterns for the words:

LANGUAGE, EGORKA

Task number 5

Spring came. Streams flow. The grass is green. The first spring flowers have appeared. Young leaves have blossomed on the trees. Earrings appeared on the birches. The voices of birds are heard in the forest. Rooks make nests. The bear got out of the den. Hares change their winter coat.

Diagnostic speech therapy work
to detect writing violations
for students of the 3rd grade (beginning of training)

Task number 1

Write down the words that I will call by sounds:

[y'enot], [brother'y'a], [y'ula]

Task number 2

Write the following words in line under dictation:

Porridge, cargo, day, coffee, juices, bucket, mesh, firewood, cat.

Underline the words in which all consonants are voiceless.

Task number 3

Listen to the words and write down only the adjectives:

Happiness, fat, release, fluffy, harvest, fast, wonderful.

Task number 4

Make up phrases with words from task No. 3 noun + adjective (subject and its attribute)

Task number 5

"Bunny and Squirrel"

The blizzard winter has come. Fluffy snow every day covers the earth with a white carpet. The squirrel sat in the nest, and the hare jumped under the spruce. The squirrel looked out of the hollow. She grabbed a frozen mushroom. Bunny was there. The squirrel did not recognize the friend. He was white.

Diagnostic speech therapy work
to detect writing violations
for 3rd grade students (end of education)

Task number 1

Think up and write down 5 words with a separating soft sign.

Task number 2

Write the following words in a dictation column:

fighter
singer
salesman
steelmaker
forester
assistant
doctor

Match the test words to the unstressed vowels at the root of the word.

Underline the word that has two roots.

Task number 3

Make up a sound scheme for the word EARS.

Task number 5

The owl is a bird of prey. She preys on mice and other small animals. The owl sees well at night, and during the day it sleeps. Owls have delicate ears. They are hidden on the head under feathers. The owl flies silently. This helps her to suddenly attack prey.

Find in the dictation a word with a double consonant and underline it.

Diagnostic speech therapy work
to detect writing violations
for students of the 4th grade (beginning of training)

Task number 1

Write down 3 verbs in a column under dictation:

running
beats
goes

With the help of prefixes you-, pre-, form three new words from each verb.

Task number 2

Write down 5 nouns in a column under dictation:

joy
sadness
charm
the beauty
friendship

Pick up feminine adjectives with the same root to the nouns, write them down side by side and highlight the root.

Task number 3

"Bird Houses"

Spring is coming. It's time to welcome the feathered guests. The guys decided to make houses for them. They chose new, smooth boards. Beautiful houses came out. But the birds did not live in them. They don't like smooth boards. Slippery for them, like people on ice. Flocks of birds have chosen the garden. They found old birdhouses. Boiled work. The birds carried moss, feathers, straw. The miraculous singing of birds resounded throughout the neighborhood.

Task number 4

Find the word SURROUNDINGS in the dictation, write it down and make a sound scheme.

Diagnostic speech therapy work
to detect writing violations
for 4th grade students (end of education)

Task number 1

Write down dictation 2 words in a column:

strip
watchdog

Choose test words for unstressed vowels in the root. Please note that each word has two unstressed vowels at the same time.

Task number 2

Write down dictation only nouns with a preposition:

ran up, across the river, along it, breathe, plantain, fly away, under the bridge, under the moon, over the river

Determine their case.

Task number 3

Answer the questions and write the answers separated by commas on the line:

Which day of the week has two B's in it's name?
What girls names have two H's in them?
Which type of transport has two L's in its name?
In what names of weight measures are two letters M written?
Which country has two C's in its name?

Task number 4

Write down only those nouns that are always used in the plural form:

Railings, costumes, watches, textbooks, gates, trousers, screens, trains, shorts, felt boots, chairs, glasses, fairy tales, cream, swings, scales.

Task number 5

Make up a sound scheme for the word COSTUMES.

Task number 6

"Mysteries of the Forest"

Late autumn can no longer hold the heat. Cold wind is blowing. Meadows and fields are sad. Leaves flew from the trees. We drove into familiar territory. There in the clearing reigns a mighty oak. Yellow leaves stubbornly stick to the oak. They make quiet noises. Cowberry bushes are covered with shiny leaves. They go green under the snow.

List of used literature:

Speech therapy: Textbook for students defectol. Fak. Ped. Universities / Ed. L. S. Volkova, S. N. Shakhovskaya. - M .: Humanit. Ed. center VLADOS, 1998. - S. 458.
Sadovnikova I. N. Written speech disorders and their overcoming in younger schoolchildren: Textbook - M .: Vlados, 1995. - 256 p.
Efimenkova L.N. Correction of errors caused by the lack of formation of phonemic hearing. Issue 2. - M.: Knigolyub, 2004. -p4.
Mazanova E.V. School logo. Documentation, planning and organization of corrective work. – M.: GNOM i D, 2008.p. 62-63, 108.
Logopedic diagnostics and correction of speech disorders in children. Collection of methodical recommendations. - S.-Pb. - M .: Saga - Forum, 2006. S. 172-173, 176-177, 197-201.
Kuznetsova M.I. 5000 examples in Russian. Tasks for repetition and consolidation. Grade 2 - M .: exam, 2012.
Barylkina L.P., Davydova E.A., Russian language. We repeat on holidays and after school (a set of notebooks grades 1-4). – M.: 5 for knowledge, 2009.

Mitina Irina Mikhailovna,
speech therapist teacher (1 sq. cat.),
Non-State Educational Institution
"Secondary School "Phoenix", ( 11 liked, average score: 5,00 out of 5)

Trubnikova N.M.

Schoolchildren suffering from oligophrenia

And cerebral palsy.

Yekaterinburg 1992.

When compiling methodological recommendations, we were guided by the principles of analysis of speech pathology formulated by R.E. Levina, methods for examining speech disorders proposed by L.F. Spirova, G.V. Chirkina, tests for the study of motor functions recommended by A.R. Luria, N.I. Ozeretsky, M.B. Eidinova. The techniques and methods of examination of these authors were used and adapted taking into account the study and the contingent of the subjects.

It is recommended to start a speech therapy examination with a study of the medical and pedagogical documentation available for the child being examined, with the collection of information about him from medical personnel, teachers, educators and relatives, and then to conduct a study of the state of general motor skills and motor skills of the fingers, articulatory apparatus (his anatomical and motor skills). features), the phonetic side of speech (sound pronunciation and prosodic organization of speech), phonemic processes, vocabulary, grammatical structure of speech, reading and writing. In the course of a speech therapy study, a speech map is compiled for each subject - a speech examination map, in which the speech therapist records all the data received in a certain sequence.

I. General information

1. Surname, name, patronymic

2. Date of birth

3. Home address

4. Conclusion of a psychiatrist (psychoneurologist)

5. Diagnosis by a neurologist

6. The state of the organs of hearing and nasopharynx

7. Data of the ophthalmologist

8. Attends (attended) whether a preschool institution (specify special or not)

9. Attends (attended) whether school (special or not), indicate the class of study

10. A brief description of the child according to pedagogical observations (sustainability of attention, working capacity, orientation in the environment, self-service skills of the child's attitude to his speech defect)

11. Complaints from relatives

12. Data on the parents of the child (age, health, profession, social conditions)

13. General history

a) what pregnancy the child is from;

b) the nature of pregnancy (illness, injury, toxicosis, place of work, alcohol consumption, smoking);

c) the course of labor (early, urgent, stimulation, forceps, asphyxia);

d) weight and height at birth;

e) on what day he was discharged from the hospital;

f) feeding (breastfeeding, artificial);

f) feeding habits (he sucked actively sluggishly, was there any choking, at what position of the head the feeding proceeded freely, at which it was difficult, whether he was tired during the feeding period, was restless, how he breathed during feeding, crying, at rest, how he chews and swallows solid and liquid foods)

g) diseases suffered by the child, injuries of intoxication

14. Early psychomotor development

a) when he began to distinguish between auditory and visual stimuli, reach for toys.

b) when he began to hold his head.

c) when he began to sit down and walk independently;

d) when the teeth appeared.

e) the behavior of a child up to a year (calm, restless, as he slept):

f) the emergence of self-service skills.

15. Speech history:

a) cooing (time of appearance, characteristic)

b) babbling (time of appearance and its nature)

c) the first words, phrases (the time of their appearance and characteristics)

d) how the development went (jump-like, with interruptions, gradually the causes and time of deviation in development)

e) since when the speech disorder was noticed

f) speech environment

f) whether he studied with a speech therapist (from what age and for how long, the results of the classes)

g) current speech characteristics (by parents, teachers, educators)

CONCLUSIONS: HISTORY NORMAL, BUFFERED

II. Examinations of the state of gross motor skills

Reception	Job content	The nature of the execution
1. STUDY OF MOTOR MEMORY, MOTION SWITCHABILITY AND SELF-CONTROL WHEN PERFORMING MOTOR TESTS	a) the speech therapist shows 4 movements for the hands and suggests repeating them: hands forward, up, to the sides, on the belt; b) repeat the movements after the teacher, with the exception of one predetermined “forbidden” movement d, c, i, f, s, n, m, i	note: quality, correctness, sequence of movements, features of switching from one movement to another.
2. INVESTIGATION OF RANDOM BRAKING OF MOVEMENTS	march and stop abruptly at a signal	note: the smoothness and accuracy of movements of both legs, the correspondence of the motor reaction to the signal.
3. RESEARCH OF STATIC MOVEMENT COORDINATION	a) stand with your eyes closed, put your feet on one line so that the toe of one foot rests on the heel of the other, arms extended forward. Execution time - 5 seconds, 2 times for each leg; b) stand with closed eyes on the right, and then on the left foot, arms forward. Execution time - 5 seconds	note: holding the pose is free or with tension, swinging from side to side; balances the body with hands, head; moves away or makes a jerk to the side; touches the floor with the other leg; sometimes falls; opens eyes and refuses to perform the test.
4. STUDY OF DYNAMIC COORDINATION OF MOVEMENTS	a) march, alternating step and clap. Cotton to produce in the interval between steps b) perform 3-5 squats in a row. Do not touch the floor with your heels, perform only on toes	note: it performs correctly from 1 time, from 2-3 times, it strains, the alternation of step and clap fails. note: performs correctly with tension, swaying, balancing the torso and arms, stands on the entire foot.
5. STUDY OF SPATIAL ORGANIZATION (by imitation)	a) repeat after the speech therapist the movements for walking in a circle about the opposite direction through the circle. Start walking or circle center to the right pass the circle back to the center left. Pass the office from the right corner through the center diagonally go around the office and return to the right corner diagonally through the center from the opposite corner, turn around in place and move around the office in leaps, starting from the right b) do the same to the left; c) according to verbal instructions, do the same tasks	note: errors in spatial coordination: ignorance of the sides of the body, leading hand, uncertainty of execution.
6. RESEARCH THE PACE	a) for a certain time to maintain a given pace in the movements of the hands. shown by a speech therapist. At the signal of the speech therapist, it is proposed to perform the movements mentally, and at the next signal (clap) to show on which movement the subject stopped. Movement of the hands forward, up, to the sides on the belt lower. b) written test: it is proposed to draw sticks on paper in an arrow for 15 seconds at an arbitrary pace. For the next 15 seconds, draw as fast as possible, for the next 15 seconds, draw at the original pace.	note: the pace is normal, slow, accelerated
7. EXAMINATION OF RHYTHMIC FEELING	a) tap a rhythmic pattern behind the teacher with a pencil: (I II II III I II II II III II I II III I I II III I III I III II) etc.), the child must repeat exactly what he heard	note: errors in the reproduction of a rhythmic pattern are repeated at an accelerated or slower pace compared to the sample: violates the number of elements in a given rhythmic pattern

CONCLUSIONS: DISTURBED AND SAFE SIDES OF GENERAL MOTOR SKILLS ARE CHARACTERIZED

Organ motility examination

articulatory apparatus

Study of the motor functions of the articulatory apparatus

Reception	Job content	The nature of the execution
ALL TASKS SHOULD BE PERFORMED WITH MULTIPLE REPETITIONS OF THE REQUIRED MOVEMENT. 1. STUDY OF THE MOTOR FUNCTION OF THE LIPS ACCORDING TO THE VERBAL INSTRUCTION IS CARRIED OUT AFTER THE SHOWING TASK IS COMPLETED	a) close your lips; b) round your lips, as when pronouncing the sound "o", - hold the pose; c) stretch your lips into a tube, as when pronouncing the sound “u”, and hold the pose; d) make a “proboscis” (pull out the lips and close them), hold the pose for a count of up to 5; e) stretch the lips in a “smile” (teeth are not visible) and hold the pose; e) lift the upper lip up (the upper teeth are visible); g) lower the lower lip down (lower teeth are visible); g) simultaneously raise the upper lip up and lower the lower; h) repeatedly pronounce the labial sounds “b-b-b”, “p-p-p”.	note: the execution is correct: the range of motion is small; presence of friendly movements; excessive muscle tension, exhaustion of movements, the presence of tremor, salivation, hyperkinesis, activity of participation of the right and left sides of the lips: closing of the lips on one side; movement fails.
2. The study of the motor function of the jaw is carried out according to the show, then according to verbal instructions	a) open your mouth wide when pronouncing the sound “a” and close it; b) move the lower jaw to the right; c) move to the left d) move the lower jaw forward	note: the execution is correct; movements of the jaw of insufficient volume; the presence of friendly movements, tremor, salivation; movement fails
3. STUDY OF THE MOTOR FUNCTIONS OF THE LANGUAGE (STUDY OF THE VOLUME AND QUALITY OF THE MOVEMENTS OF THE LANGUAGE) ACCORDING TO SHOW AND VERBAL INSTRUCTION	a) put a wide tongue on the lower lip and hold it counting from 1 to 5; b) put a wide tongue on the upper lip and hold it counting from 1 to 5; c) move the tip of the tongue alternately from the right corner of the mouth to the left corner, touching the lips; d) make the tongue "shovel", "needle"; e) protrude the right and then the left cheek with the tongue; e) raise the tip of the tongue to the upper teeth, hold it counting from 1 to 5 and lower it to the lower teeth; g) close your eyes, stretch your arms forward, and put the tip of your tongue on your lower lip; g) moving the tongue back and forth	note: the execution is correct, the movements of the tongue have an insufficient range; friendly movements appear: the tongue moves awkwardly with the whole mass, slowly inaccurately: there are deviations of the tongue to the side, whether the tongue is held in a certain position; exhaustion of movements, the presence of hyperkinesia tremor, salivation; movement fails.
4. Examination of the motor function of the soft palate	a) open your mouth wide and clearly pronounce the sound "a" (at this moment the soft palate normally rises) between the teeth of the tongue, inflate the cheeks and blow strongly as if the flame of a candle is blown out	note: the execution is correct; the range of motion is limited, the presence of friendly movements, low mobility of the palatal curtain, hyperkinesis, salivation, movement fails
5. study of the duration and force of exhalation	a) play any toy wind instrument (harmonica, pipe, flute, etc.) b) blow fluff, a piece of paper, etc.	note: the strength and duration of exhalation; shortened exhalation (depending on the age of the subject)

Conclusions: movements are performed in full, correctly; the period of inclusion in the movement is expressed; exhaustion of movements; movement is performed incompletely, at a slow pace, with the appearance of friendly movements, tremor, hyperkinesis, salivation; posture is not maintained, movements are not performed.

VI. Syllabary survey

structures

In oligophrenic children with cerebral palsy, the incorrect pronunciation of words is not limited to a lack of sounds. Often there is a violation of the syllabic structure of the word, so the child's ability to pronounce words of various syllabic complexity is examined. First, the child is offered subject pictures for the name, then the speech therapist calls the words for the reflected pronunciation. The results of both types of tasks are compared, it is noted that it is easier for the child to complete. Words that are pronounced without distortion of the syllabic and sound composition are especially noted. It is important to note whether the words, the syllabic structure of which is distorted, consist of learned or unlearned sounds, the pronunciation of which syllabic structures is formed in the child and which are not. An examination protocol is drawn up.

Protocol for examining the syllabic structure of a word

Type of syllable structure of the word	Optical stimulus (picture)	Speech response to optical stimulus	Speech response to acoustic stimulus	Note

Monosyllabic words with a closed syllable	poppy house cheese

Two-syllable words of 2 direct open syllables	hand rose paw
Two-syllable words with 1 closed syllable	sugar sofa fence
Two-syllable words with a confluence of consonants from the middle of the word	doll brand duck watermelon pocket
Monosyllabic words with a confluence of consonants at the beginning of the word	table chair wardrobe
Monosyllabic words with a confluence of consonants at the end of the word	wolf tiger
Two-syllable words with a confluence of consonants at the beginning of a word	grass eyebrow book
Two-syllable words with a confluence of consonants at the beginning and middle of a word	strawberry flowerbed
Two-syllable words with a confluence of consonants at the end of the word	ship binoculars
Trisyllabic words with 3 open syllables	panama ditch raspberry
Three-syllable words with the last closed syllable	wallet machine gun phone
Trisyllabic words with a consonant confluence	candy monument rifle thermometer tractor driver

Four-syllable words with open syllables	web turtle
Polysyllabic words from similar sounds	tangle spikelet basket picture

In order to identify non-rough violations of the syllabic structure of the word, the following suggestions are offered for raising:

"Petya drinks bitter medicine"

"There is a policeman at the crossroads"

"The astronaut controls the spaceship", etc.

CONCLUSIONS: THE NATURE OF THE DISTORTION OF THE SOUND STRUCTURE IS NOTICED (REDUCTION OF SYLLABLES - HAMMER - "HANK"; SIMPLIFICATION OF syllables, omission of syllables - CHAIR - "TOOL"; ADDITION OF syllables - STOOL - "TABUETKA"; ADDITION OF SOUND, SYLLONS - ROOM - "ROOM" - "SMTOL"; PERMUTATION OF SYLLABLES AND SOUNDS - WOOD - "DEVERO"). PRACTICAL OBSERVATIONS SHOW THAT SYLLABLE REPLACEMENT IS A DIFFERENTIAL SIGN OF SENSORY DISORDERS.

xii. Reading survey

Job content	Speech and visual material	Child's answers
Letter Assimilation Survey 1. Name the indicated letter	Letters of the split alphabet
2. Find letters denoting sounds (similar in the way and place of formation and acoustic features)	p, b, s, s, w, f, r, l, s, c, k, g
3. Name letters written in different fonts	A, a, A, a, B, b, B, b
4. Indicate the correctly written letter next to its mirror image	P, Z, C, G, b,
5. Name the letter crossed out with additional strokes	P, N, R, S, T, U, K, H
6. Find the desired letter among similar letters	la, lm, hell, ld, gb, vr, vz, you, gt, ge, kzh, gp, pi, psh, shts, syu, so, kh, ni, or
Examination of reading syllables 1. Read direct syllables	sa, shu, ha, uh, os, rm, yeah
2. Read backward syllables	mind, ah, as, op, yn, mustache, at, om
3. Read syllables with a confluence of consonants	sta, cro, true, glo, tsvi
4. Read syllables with hard and soft consonants	ta-you, ka-kya, zu-zyu, lo-le, sa-sya, doo-du
Examination of word reading 1. Read words of various sound-syllabic structures (familiar and uncommon in speech)	cancer, wasps, pit, soot, moon, glasses, squad, sled, woodpecker, backpack, snowball, scissors, towel, matches
2. Read the words and answer the questions: “Where did you see this object? What are they doing?"	eyebrow, crane, drain, saucepan, motorcyclist, health resort, squirrel, beam, ram, banks
3. When examining word comprehension, the following tasks are offered: a) read the word, find its image in the picture, put the appropriate inscription	pictures with images of objects, animals, etc.; cards with captions for these pictures
b) read the word, print it on a card, and find the corresponding picture from memory	pictures and cards with captions for these pictures
c) read words similar in letter composition, and after reading, find pictures corresponding to paronyms	Tooth-soup, beetle-bough, papa-baba, goat-scythe, duck-rod, closet-scarf, table-trunk
d) read words with missing letters	hand ... ka, ... buttocks, k ... sh ... ah, convo ...
Sentence Reading Survey The following tasks are suggested:
a) read the sentence and take the appropriate action	Cards with tasks: "Show the eye", "Come to the wall", "Take a pen", "Get up from the chair"
b) read the sentence, find the corresponding picture (phrases of various syntactic constructions are offered). Then answer the questions	Plot pictures and cards with sentences: “The lamp is on a round table”, “Mom pours soup from the pot into bowls”, “The owner’s dog ran into the garden”, “The owner of the dog tied her to a kennel”, “Olya is older than Katya”
Text reading survey Conducted on the basis of retelling and answers about what was read	Stories by L.N. Tolstoy, K.D. Ushinsky and others, corresponding to the knowledge of the child, accessible in terms of volume and content, meeting the program requirements of the class in which the subject is studying

Conclusions: failure to assimilate letters, letter-by-letter reading, syllable-by-syllable reading, distortion of the sound structure of a word, impaired understanding of what is being read.

XIII. Letter survey

Reception	Speech and visual material	Child's written work	Note (nature of implementation)
Writing by ear: 1. Write down the letters:
a) lowercase (in case of forgetting, mark the letter with a dot)	i, i, w, t, s, w, h, c, e, g, l, e, y, b, c, g, b, x
b) uppercase	G, Z, D, R, S, K, H, U, E, T, C, P, L, V, M, F, E, F, SH
c) similar in place of formation and acoustic features	s, w, h, x, z, c, l, r
2. Write down syllables:
a) straight	na, ba, sa, ko, ku, sho, chi, me, nya, la
b) reverse	an, from, as, yar, ats
c) closed	cancer, catfish, sleep, us, there, ladies, com
d) with the flow of consonants	hundred, draw, labor, mlo, cru, mto
e) syllables in which the same consonant sound enters either a soft or a hard syllable	ma-mya, lu-lu, ta-cha, ra-rya, sa-xia, zu-zyu, ka-kyu, do-de
f) opposition	sa-za, pa-ba, ta-da, ku-gu, sha-zha, vo-fo
3. Dictation of words of various structures	bush, pike, rook, ducks, nature, skiing, scarf, strong, spring, old woman, reading, fall asleep
4. Recording a sentence after listening once	Green grass on the lawns
5. Dictation from the text must meet the program requirements and include words containing sounds that are close in the way and place of formation to acoustic features	1 class Zina has a brush. Zina is cleaning her shoes. Mom praises her daughter Grade 2 Our school is big. Everywhere is quiet. Lessons are coming. Our class is bright. At the blackboard Dima. Dima writes. We also write in notebooks 3rd grade Spring is here, the puddles have dried up. Yura and Zhenya Chulkov in the garden. Here is the dog Bug. She barks at birds. The children are planting apple trees. Big day. Can work for a long time 4th grade The children came to the forest. Silence in the forest. Only a light breeze rustles the leaves of the trees. The children sat down to rest by the stream. The boys were looking for sticks for the fire. They found a hedgehog in the bushes. He buried himself in dry leaves. The guys put the hedgehog in a hat and took it home.
6. Copying: a) words from handwritten text	key, circles, removed, stork, peephole, street, cleaning, porch, hammer
b) words from printed text	Bow, mock, fall asleep, bear, scissors, starling, nest, carrot
c) prepositional from handwritten text	our soldiers defended the city on the Volga
d) sentences from printed text	White fluffy snowflakes flashed in the air
e) text	In Moscow, Moscow is the center of the country. Good Moscow in the summer. Green trees adorn the city. There are many flowers in the gardens and on the boulevards
7. Independent writing a) write uppercase vowels, lowercase consonants
b) write down different syllables (closed, open, direct, reverse)
c) write one-, two-, three-, four-compound words
d) sign subject pictures (words)	pear, apple, scissors, candle, hare, tomato, cucumber, plate, moon, bush, river, tractor
e) come up with a sentence and write it down
f) give captions to plot pictures (sentences)	Subject pictures: a girl is watering flowers, a boy is playing with a dog
g) make sentences from the given words and write them down	under, lies, bunny, bush, rain, after, puddles on, leaves, birch, turned yellow
g) compose and write down a story based on a series of plot pictures (for students in grades 2-4)	plot pictures
h) compose and write down a story on a specific topic

Letter error analysis table

Error type	Type of errors	Number of mistakes	An example of an erroneous letter
1. DISGRAPHIC 1) Errors in sound content	a) vowel substitutions b) consonant substitutions c) omissions of vowels e) omissions of syllables and parts of a word e) permutations g) insertions g) separate spelling of parts of a word
2) Lexico-grammatical	a) replacement of words by sound similarity b) replacement of words by semantic similarity c) omissions of words d) continuous spelling of words e) violation of agreement f) violation of control f) incorrect designation of sentence boundaries
3) Graphic	a) replacement of letters by the number of elements b) replacement of letters by spatial arrangement c) mirror writing of letters
2. GRAMMAR	errors on spelling rules in accordance with the program requirements of the class in which the child is studying

CONCLUSIONS: THERE ARE NO DISGRAPHIC ERRORS;

Conclusion of a speech therapist

The obtained results of the survey allow us to formulate the conclusion of a speech therapist, which indicates the level of speech underdevelopment (I, II, III) according to the classification of R.E. Levina and the form of speech anomaly. Examples of speech therapy conclusions can be the following: general underdevelopment of speech of level III, due to persistent impairment of cognitive activity and dysarthria; general underdevelopment of speech of the II level, due to persistent impairment of cognitive activity and alalia, etc. The first part of the speech therapy conclusion reflects the state of speech, which is associated with a primary intellectual defect that served as the basis for enrolling in a special school (specific class). The second part of this conclusion indicates the specific difficulties of the student, due to the clinical form of the speech anomaly, which must be taken into account when organizing an individual approach, both individual and at the front-line classes.

Bibliographic list

1. Volkova G.A. Speech therapy rhythm. M., 1985. S.91-98.

2. Gudoshnikov F.F., Korkunov V.V., Repina Z.A. Methods for selecting children in auxiliary schools: Uch. allowance / Sverdl. ped. in-t. Sverdlovsk, 1980. 70 p.

3. Danilova L.A. Methods for correcting speech and mental development in children with cerebral palsy. L., 1977. 117 p.

4. Luria A.R. Higher cortical functions of a person. M., 1969. 375 p.

5. Mastyukova E.M. Clinical characteristics of oligophrenia in students with cerebral palsy // Defectology. 1980. No. 3. S.3-10.

6. Mastyukova E.M., Ippolitova M.V. Speech impairment in children with cerebral palsy. M., 1985. 189 p.

7. Methods for examining speech disorders in children: Sat. scientific tr. M., 1982. S.5-93.

8. Fundamentals of the theory and practice of speech therapy / Ed. R.E. Levina. M., 1968. 364 p.

9. Petrova A.V. The development of speech of secondary school students. M., 1977. 220 p.

10. Chirkina G.V. To the methodology of teaching children with pseudobulbar dysarthria // Defectology. 1973. No. 4. S. 45-50.

11. M. B. Eidinova and E. N. Pravdinova Cerebral palsy and ways to overcome them. M., 1959. 275 p.

Trubnikova N.M.

Speech therapy examination of juniors

INDEPENDENT LETTER

The developed methodology for examining independent written speech combines traditional speech therapy techniques with some methods developed by I.N. Sadovnikova, A.N. Korneva and the use of tasks from a speech map developed by N.M. Trubnikova.

The object of the survey is an independent written speech of children studying in grades 2-3 of a comprehensive school.

Survey task identification of the level of formation of independent written speech of students.

Theoretical significance allows you to visualize the picture of the formation of independent written speech, the severity of violations, and it is also convenient for tracking the dynamics of the development of the child’s written speech and the effectiveness of corrective action.

Practical significance lies in the possibility of using the results of the survey in planning corrective work on the development of independent written speech.

The technique is of a test nature, the procedure for its implementation and the evaluation system are standardized for the child's speech and the effectiveness of the corrective action.

Task list:

Write uppercase vowels.

Write 10 capital consonants.

Write 3 words consisting of one syllable, 3 words consisting of two syllables, 3 words consisting of three syllables, 1 word consisting of 4 syllables.

Write the names of the pictures proposed in the application. (Pictures are given: pear, apple, scissors, candle, hare, tomato, cucumber, plate, bush, tractor.)

Come up with sentences for each picture and write it down.

Give captions to the plot pictures. Test "You are the author of the work, give a name to your picture."

Make up a sentence from the given words and write it down.

Compose and write a story based on a series of plot pictures .

4. WRITE THE NAMES OF THE PICTURES

MAKE SUGGESTIONS FOR EACH PICTURE.

MAKE A SENTENCE FROM THESE WORDS.

UNDER, LIES, BUNNY, CUSTOM.

RAIN, AFTER, PUDS.

ON, LEAVES, BIRCH, YELLOWED.

WRITE AND WRITE A STORY.

FORM FOR CHILDREN.

1. Vowels: _____________________________________________________

2.Consonants ___________________________________________________

3.Words:

1 syllable

2 syllables _____________________________________________________________________________

3 syllables _____________________________________________________________________________

4 syllables _____________________________________________________________________________

4. Captions for pictures:

5. Suggestions:

1._________________________________________________________________

2. ________________________________________________________________

4. ________________________________________________________________

6. Name of the painting:

1. ________________________________________________________________

2. ________________________________________________________________

3._________________________________________________________________

7. Word sentences:

1. ________________________________________________________________

2. ________________________________________________________________
3. ________________________________________________________________

8. Story.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EVALUATION of the results of work:

Absolute completion of any task 100%.

In 1,2,3,4, 5 tasks, we divide 100 by the number of samples performed, we calculate the percentage. If there is a typographical error in the word - 5%.

In task 6, the ability to highlight the main idea is assessed. For each dysgraphic mistake made - 5%.

In task 7, we offer the child words first, if it is difficult to make a sentence, a picture is offered as a support. For each typographical error - 5%.

In task 8 100% for:

correct, consistent text reproduction (20%);

logically consistent sentences (20%);

no errors (dysgraphic 20%, spelling 20%);

correct speech design (no more than 1 speech inaccuracy is allowed) (20%)

Based on the results of processing the examination protocols, it is convenient to draw an individual speech profile for each child. It clearly shows which components of independent speech suffer to a greater extent, and which are relatively formed.