Читать книгу What teaches dysgraphia - Elena Rybakova - Страница 6

Letters violations observed in both children with dysgraphia as a separate problem, and at the school Cove suffering from inadequate STI educational organization de yourself, exhaustion of neuro- psychological proce ssov with significant characterological features – and many other options diskompetentions.

An important circumstance here is not always available, especially correctional with overdoing, so parents and teachers need simple and distinctive guidelines both for determining the nature of the student’s difficulties and for supporting effective, efficient, coherent social and educational support.

Another category of schoolchildren who may not receive correctional help due to a number of subjective and objective circumstances are gifted children, highly motivated pupils and schoolchildren with unequal object success (in this case we mean children who have difficulty on subjects related to literate writing. Gifted children can, for example, be tightly engaged in olympiads, additional occupations on priorities and profiles, extra-curricular and social activities-and at the same time accumulate gaps, problems, difficulties for quite some time, effectively masking them or depleting the operational resources of compensation.

Many of them are in primary school too quickly passed the stage of development of literacy is not enough mastered the delicate operations n avykov, analytical and with and ntetichesky component and process s comprehension of written language, h then the complication of textual material and other components of the lexical, graphic work, these shortcomings manifest themselves with growing on tensions. The more neglected the situation, the greater the subsequent difficulties, the more complex the organization and the provision of diagnostic and corrective support.

The organization of their educational status by the schoolchildren, as well as his environment, the objective conditions do not always contribute to the provision of a corrective-development process.

The more pronounced is the shock of students and adults, when a complex survey reveals, for example, that the problems in the development of written speech are more significant than anticipated – but the reading is not so favorably shaped to neglect the system of special accompaniment of dyslexia.

Students especially have secondary school level, actively protesting at depth diagnosis of reading processes, their ambitious expectations you expressions discord with lowering their educational status – and then stunned the state must be reoriented in productive actualization not only p adi saving their psihoemotsiona ceiling elements of well-being, but also due to the high resource availability of such affective readiness.

Correctional and developmental studies at school age are mainly associated with the educational process, therefore their content is correlated with the training program both in the strategic aspect and in the operational mode. However, the principle of correlation of individual achievements and perspectives of pupil development prevails when selecting texts for correctional work. If the productive speed and the level of text complexity are significantly behind at the moment from the parameters of the main program, the work of the class, then the teacher’s ability to adjust to the productivity of the child is more limited than for the speech therapist in individual lessons or for the prepared parent.

Speech therapist at the introductory stage of the remedial work, as a rule, is combined with the primary diagnosis in the school, often simplifies text Materia ly read / important first – read it without errors / even on current student opportunities with a view to ensuring psihoemotsiona ceiling elements of comfort, improve individually significant motivation, didactic employment attractiveness and also for positioning correcting process, the need for perspective model tion and often contributes independently appl ennomu schoolboy desire to increase the degree of difficulty and pace of work.

Experience shows that the student can be favorably motivates in an to a operation an adult in a sufficiently hardly hydrochloric Allocation to independently mu complicates work in a more responsible Nome relation with respect to th free participation, and also expressed in the possibility of selecting the degree of tension work. The effect of such conditions is significant both in terms of motivating regulation and productivity of cooperation with an adult and, in the form of purposeful acceleration, complication of work initiated by the student himself.

Further, the gradually increasing complexity of texts for reading and, in part, for writing, is organized with the maximally accessible, expedient and reasoned participation of the student.

Once the age, software complexity level of text availability is reached, presentation of texts of higher complexity should be envisaged..

– taking into account the remaining level of discompensation, which can provoke violations of recurrent, recurrent nature or operational difficulties of non-specific orientation;

– in connection with a high probability of spine th hidden abilities and competencies, koto rye thanks to the work done and the enrichment of the motivational component could ut receive the impulse to spontaneously moo sa morazvitiyu, as well as the possibility of th escalation of overall development as a result of the release of the resources of cognitive activity STI, reflection, positioning;

– in accordance with other hidden educational needs, which can be met simultaneously, thanks to the presence of specialists in the correctional profile and the achieved level of social and educational dialogue.

with reference to perspective-oriented diagnostics, so that more subtle, complex features of development and self-positioning of the child, its priorities and individual style are manifested;

– with the purpose of studying and correcting didactic expectations of students, initiating their impulse to self-development, forming an enabling didactic culture in the school environment.

Complicated texts from fiction, scientific, technical, medical, can become a complicating reserve for the continuation of text work.

A separate content component of the text correctional work is the material content of the materials:

– for general and inter-subject provision;

– to enrich the subject- developing environment;

– for distraction from negative experiences and expectations;

– to maintain and regulate attention, interest in occupations and overall performance.

It is also desirable to provide cultural, social, moral, personal relatedness text mother als, which again is not indifferent about and for the general development of pupils in, and their psihoemotsiona ceiling elements status, and for optimal efficiency of cooperation.

Advance development of children’s vocabulary

in the modern information society and the problems of the development of written communication

The organic unity of man’s thinking and speech exists in a mobile interaction, and the moments of mismatch in the rates, volumes and levels of complexity in this dynamic, with weighted address support, create an additional anti-entropic, synergistic effect that can and must be actualized in the interests of the developing personality of the child, his social educational status and reflexive state of health.

Observing the verbal aspects of thinking and communication of modern schoolchildren shows that the development of the dictionary by modern schoolchildren, especially in the passive aspect, is not limited temporally or systemically only to actual or purposefully terminological processes. Verbally, grammatically, logistically, children show readiness for a broader knowledge of the world, including the scientific, for broader generalizations and more paradoxical concepts. Unconsciously, children master the words of both living foreign languages and the large spectrum of Latinisms of the terminological plan, they feel the morphology and grammar of linguistic means, their semantic reference and the perspective of word and meaning formation. These phenomena were observed more locally, of course, earlier, and were noted by a number of linguists, psychologists, teachers, but in the era of information expansion they demonstrate very significant qualitative and quantitative growth.

To some extent, these phenomena and indigo approaches, technologies, both diagnostic and projective, are reflected. But a number of informational processes, the structurally communicative plan, as well as, we believe, caused by the tendencies of the development of the children’s population, led to the fact that children imperceptibly find themselves acquainted with a significant verbal resource systematically ahead of the currently available content of conceptual strata and combinations of meanings.

The most indicative and, of course, systemically productive purely verbal methods of diagnosis, motivating cooperation, productive activity.

We recommend the use of a number of rather simple and visual techniques to identify different vocabulary words level owned student, unaware of his awareness. The most logical of them is the use of a chain of interpretations. The student is asked to determine the scope, the meaning of the word of different remoteness from the sphere of his active cognition and immediate interests, experience, school program. This technique is not very effective linguistically, but as an admission for the self-cognition of the child, giving him confidence in his abilities, as a practical goal-setting apprentice, is invaluable. Thus, the learner learns by experience the process of expanding his sphere of immediate development. Surprise, which is experienced not only by children, but also by many adults, serves as an affective impulse for independent educational activity. The participants of the experiment considered using the “correct mistakes”, “find a synonym” and even the “fourth superfluous” methods more effective.

The dictation conducted by the participants of the experiment in Beloretsk Pedagogical Guesthouse “Belaya Rech” (known for a number of regional and federal publications, participation in numerous international forums) showed that pupils of primary school and secondary school can correctly write and comprehend, even in a simplified editors of interpretation, complex words of philosophical, ethnocultural plan, compound names of chemical preparations and medicines, restore the correct order of words in offers of science-intensive content. Often a student who stubbornly writes “fox"and “popol””, Almost without errors, can write and pronounce” trinitrotoluene”, ” neocolonialism”, ” behaviorism”, etc., especially confidently observing the structure of the word.

It is noteworthy that in quantitative terms this feature of speech development as a whole is not too different in families of more educated and intelligent people from those who come from families with secondary educational interests.

Variations in the degree of expression can be significant (from 30% to 55% of children in the class, with marked signs of an extended development of the dictionary). But these fluctuations do not have a strict dependence on the characteristics of intellectual development, active verbal practice and the interests of children. As for the correlation of the results of the study of the advancement of the verbal component of the intellect of “reading” and “unread” children (that is, those who enjoy reading a broader plan and different levels of complexity – and avoiding this occupation), then our activists do not note the pronounced dependence of this phenomenon on conscious intellectual activity, although qualitatively, of course, the results are predictable: wider coverage of conceptual strata, higher spelling sensitivity, more dynamic logistic potential, or rather, grammatical structuring.