Print exercises for dysgraphia. Dysgraphia in children: causes, types, methods of correction
The beginning of the school year in the first grade sometimes reveals the problem of dysgraphia in children of primary school age. Speech therapy disease is characterized by a violation of writing: children skip letters, write the same way as they say, without taking into account the rules, do not add words, distort case endings.
Teachers and parents should pay attention to the problem in time. In the absence of timely measures, the child will get used to writing incorrectly, become the object of ridicule at school, and lose confidence in his abilities. Pay attention to the methods of correction and exercises for the treatment of dysgraphia in children.
Reasons for development
How does dysgraphia appear? Scientists have not yet found an exact answer, the mechanism of the problem with writing has not been fully studied. Most experts consider heredity (immature cells of certain parts of the brain) to be the main cause.
Among the likely reasons:
- biological factors: birth trauma, pathology of fetal development during pregnancy;
- lack of communication with the baby at an early age;
- parents did not pay attention to the development of speech;
- incorrect pronunciation of family members;
- prolonged mangling of words, "lisping" with children;
- parents speak different languages.
Kinds
Speech therapists distinguish several types of dysgraphia in children. The information will help parents figure out why children skip letters or misspelled word endings. It is important to know what form of dysgraphia the student has in order to correctly perform the exercises recommended by the speech therapist at home.
acoustic shape
Features of acoustic dysgraphia:
- replacing letters with phonetically similar ones. Orally, the child pronounces the letters correctly, but writes incorrectly;
- most often mixed: hissing - whistling (F - Z), deaf - voiced (F - V). The child often confuses C - C, H - W;
- another sign is the omission or excessive addition of softness of consonants when writing, for example, “walk” instead of walk, “hurts” instead of “hurts”.
Articular-acoustic form
Peculiarities:
- incorrect pronunciation of sounds is fixed on paper;
- until the student pronounces the words correctly, it is impossible to get rid of this form of speech therapy disease.
Optical dysgraphia
Peculiarities:
- the problem develops with insufficient formation of visual analysis and synthesis skills;
- the child poorly distinguishes the details of letters, poorly learns the combination of “ovals”, “sticks”, special elements that make up all letters;
- most often, children do not complete the lines to the end, it turns out not M, but L, they add extra details, they skip connecting elements if the letters are similar. Sometimes students write letters in mirror image.
Agrammatical view
Peculiarities:
- The problem arises when the rules of grammar are violated. Agrammaticity is observed when writing not only words, but also phrases, sentences, the whole text;
- The problem manifests itself in the study of grammatical norms. Parents and a teacher find out that a small dysgrapher writes case endings incorrectly, is poorly able to coordinate words with each other. Children write "good sun", "long day", "big trees".
Methods of correction and treatment
If a problem is identified, the start of classes cannot be postponed. An integrated approach includes working with a psychologist (helps to overcome difficulties at school, family) and a speech therapist (determines the form of the disease, develops a treatment regimen).
Specialists will offer correction methods and exercises to eliminate problems, depending on the type of dysgraphia. Parents should tune in to daily classes according to the methodology developed by specialists. The ideal option is to transfer a younger student to a speech therapy school or class, if any, in your locality. In the absence of specialized institutions, regular visits to a psychologist, classes with a speech therapist, mandatory consolidation of skills at home, with parents are required.
Effective ways to correct dysgraphia:
- classes for the development of memory, thinking;
- vocabulary enrichment;
- work on the correct pronunciation of words;
- memorization of grammatical norms;
- exercises to improve auditory and spatial perception;
- classes that encourage the analysis of certain phenomena, grammatical forms;
- written exercises. The student must reproduce the new material on paper, confirm the understanding of the differences between the elements of letters in the optical form of dysgraphia;
- rehabilitation treatment: massage, physiotherapy, sedatives for excessive excitability, hyperactivity syndrome.
Note! Often dysgraphia is combined with dyslexia - a violation of the reading process. The speech therapist will analyze the problem of a small patient, offer exercises for complex correction.
The main stages of treatment:
- diagnostic. Conducting dictations, checking the state of the grammatical, lexical side of speech, analyzing the results;
- preparatory. Development of thinking, fine motor skills, memory, understanding of spatio-temporal relationships;
- corrective. Correction of dysgraphic disorders. The main work is focused on the phonetic, lexical and syntactic level. The task is to eliminate the problem with speech, correct pronunciation, normalize the reading process;
- estimated. Checking the results achieved, analysis of written work, recommendations for parents to consolidate skills.
Pay more attention to pronunciation, written presentation of thoughts in the following cases:
- the child is left-handed or retrained right-handed;
- you started literacy training unnecessarily early;
- problems with concentration of attention, memory are noted;
- family members speak two, sometimes more, languages;
- before school, the kid went to a speech therapy group;
- you often notice that a primary school student writes words the way he pronounces them;
- the child does not fully understand the difference between paired voiced and deaf consonants, vowels u - e, u - o, often confuses "r" / "l", hissing;
- often does not finish the endings of words, skips letters / whole syllables.
Exercises to overcome the disease
We write aloud
A simple, effective technique. The student must pronounce everything that he writes, be sure to highlight the weak parts. It is important to clearly, slowly pronounce unstressed vowels, hissing, consonant positions at the end of a word. For example: a cow gives healthy milk (fluent pronunciation is different: karova gives sickly malaco). The task of the child is to say EVERY word.
One more thing: you need to clearly highlight the consonant at the end: tooth, knife, blood. Incorrect pronunciation of endings often causes confusion: what letter to write. Hence - incomprehensible squiggles instead of the correct designations.
I work as a proofreader
For an exercise with such an unusual name, you need a boring book, a technical magazine, complex literature that the student definitely does not want to read. The main thing is large letters, a convenient font.
The task is to find a certain letter in the text, for example, “o”, cross it out. Focus on the letters that the child confuses, cannot write correctly. During the search, the student will clearly remember what the letters “a”, “y” look like.
Passed the first stage? It's time to make things harder. The child must find two letters in the text, preferably similar in spelling, for example, “l” / “m”, “g” / “x”. Often children write in the wrong direction the “tail” of the letter “b”. The necessary examples are easy to find by analyzing the mistakes in writing dictations of a younger student.
Important! During the exercise, make sure that you do not read the teaching, but look for the familiar appearance of the chosen letter. For this purpose, boring, complex material is needed that will not interest the student.
Find and sort out
For work, you will need collections of dictations. The task is to explain each comma in detail. If the student does not know the rules well, learn as you go. It is important that you get a clear answer as a result of the lessons.
Example: “The comma between the noun “spring” and the union “and” separates the two parts of the compound sentence (Spring has come and the grass has turned green). Do not overload the lesson with examples. Analyze four or five sentences so that the student clearly understands the rules for setting commas. It is important to say each phrase aloud two or three times.
labyrinth
Great exercise for developing gross motor skills. Buy special manuals with different types of labyrinths or draw intricate passages yourself. The task is to trace your finger from the beginning of the maze to the exit. During the exercise, the hand and forearm are involved.
Make sure the little dysgraph moves his hand, not the piece of paper.
Find the missing letter
You will need the original text, in which everything is in its place. The same material is needed to work, but some letters are missing. The student's task is to fill in the gaps. The hint text will help you find and remember the letters.
Sample: On l * gu r * st * t is beautiful * in * e colors * you. D*t* r*d*yu*s* v*sn* and *ol*ts*.
Hint: Beautiful flowers grow in the meadow. Children rejoice in spring and the sun.
Find a text that is not boring so that the student is interested in what will happen as a result of his efforts.
- remember: ways to correct dysgraphia are varied, not always interesting for adults, but effective for developing writing skills in children;
- exercises take a lot of time: persistence, patience, constant monitoring of homework are required;
- if a speech therapist has given a large text task to work with parents, be sure to break it into two or three shorter ones. Overwork is a direct road to whims, unwillingness to practice;
- never force your son or daughter to rewrite homework 3-4 times. This approach is harmful to the health of the student, causes more errors each time, provokes self-doubt. Children begin to get angry, quietly or openly express dissatisfaction. It is unacceptable to beat off the hunt for classes;
- always praise the student for any, even the most modest successes. Don't humiliate kids when they fail. It is strictly forbidden to call names, come up with offensive nicknames: the child suffers at school, where not everything works out, and then the parents offend. A dangerous situation for the child's psyche.
Now you know what dysgraphia is, how a speech therapy disease manifests itself in younger students. Learn correction methods and exercises to acquire correct writing skills. Follow the recommendations of an experienced speech therapist, consult a psychologist. Treatment of dysgraphia in children requires patience, a desire to help, and the right approach to classes.
Video. Specialist on the causes and treatment of childhood dysgraphia:
The proposed exercises can be used to correct dysgraphia both individually and in subgroup speech therapy classes.
Differentiation s-s
- Fill in the missing letters in the words.
... takan, ... akon, ... calmly, ... sweet, ... lay, ... work, ... catch, ... health, ... tin, ... a ... lonka, ... draw ... yours, ... pa ... for, ... anave ... ka, ... oh ... wearable, ... ali ... at, ... o ... put, ... but .... put, ... ano .... and
2.Add the missing syllable with a letter h or With.
ta…, ko…, ko…, wa…, u…, ro…, boo…, ro…, wa…
3.Insert the missing letter h or With.
Na… dumb… ima. There were ... heavy frosts. ... ina in ... yala ... anki and went up the hill. She rode ... on ... anks from a hill. Behind her ran ... both Tre ... op. Not afraid ... I ... ina moro ... ah.
4. Write out words with letters z from the texts. With.
golden meadow
We lived in the village. We had a meadow in front of the window. Dandelions grew in the meadow, and the meadow was all golden. It was very beautiful. It was very beautiful.
Once I got up to fish. I looked out the window and saw that the meadow was not golden, but green. When I went home in the afternoon, the meadow was all golden again. I began to observe. By evening the meadow was green again. Then I picked a dandelion and examined it. It turned out that he closed himself, hid his golden petals in a green cup.
When the sun rose, I could see the dandelions open and the meadow turn golden again.
Differentiation b-p
1. Insert the missing letters in the words.
a) ... ok, ... ol, su ..., zu ... s, ... lines, for ... op, ... tree, that ... glasses, ... big, ... fishing rod, ka ... whether, cotton ... ok, ... patch, ... plow, ... alto, ... antique, then ... op, oh ... oh
b) ... a ... point, ... o ... shops, ... o ... tree, ... o ... tree, ... o ... more, ... o ... ducky, ... o ... food, ... o ... oishche, ... ro .... olka, ... o ..whole, ... oh ... wow, ... oh ... yell, ... ok ... ka
2. Make up a story based on the key words. Write it down.
Stray
Pasha, Borya, jumped, fence, path, close, ran, got lost, dog, stroked, snuggled up, wandered, led, stove, warmed up, stray.
Differentiation Dr.
1. Finish the words by adding a syllable Yes or that
be… …boon city… nature…
coffee… …that thief… piglet
in ... which borough ... free ...
wa… … goose fish… good…
ro… …ut duck… full…
2. Insert the missing letter in the words d or T.
truck ... or, borough ... ah, s ... rela, voro ... ah, gra ... wilted, zavo ... noah, ve ... ka, ve ... ro, pogo ... ah, jelly ... and, milk ... ok, oh ... eyalo, ve ... er, capus ... a, steam ... a, u ... point, ... e ... ra ... b, ... wait ... hic, s ... a ... o, ... ru ... but
3. Compose and write down a story using key words.
Dacha, rested, Dima, dragged, heavy buckets, water, watered, beds, grew up, radishes, currants, worked hard
V-f differentiation
1. Insert the missing letters into the words.
a) ... lacon, ... agon, ... orota, ... toriy, ... lyus, .... orona, ... orobei, ... orma, ... hands, ... ortochka, ... igura, ... ratar, ... elm, ... lot, ... yells, ... from , ... eagle, ... ether, ... ichr, ... ichor.
b) qi ... ra, pro ... od, s ... ertok, ke ... ir, s ... ekla, sara ... an, ko ... er, li ... ter, sli ... ah, sli ... full-time, solo ... her, per ... th, sal…etka.
c) ... ezhli ... th, ... hand ... th, ... yelled, ... ioleto ... th, ... flannel ... th, go ... orly ... th, ... ar ... or, ... e ... ral, ... eat ... al, ... otgra ... ia, ... ah ... whether, ... pulls ...
2. Write down the sentences by inserting the missing letters into the words
In the classroom, shows ... or educational ... ilm. In winter, you need to open ... ramugu, ... r \ arya put on a ball ... and ... garters. ... Anyusha has a fur ... fur coat. On a hike, you need ... onari and ... thighs. U ... iti but ... th ... urashka.
Differentiation g-k
1. Read the words, write down the syllables with the letter g and k.
Voice, city, cat, cat, cube, bones, dove, lips, geese, doll, pear, guitar, caviar, needle, meadows, Igor, game, window, fire, river, sneakers, book, Galya, Kolya, cat, dove, lips, fist, piece, kettlebell, movie, walk.
2. Insert the missing letter g or k into the words.
a) U ... ol, va ... he, u ... sus, po ... ode, u ... ol, lava ... a, ... stone, ... usto, ... mouth, ... refined, I ... ode, ... al ... a, ... al ... a, s…az…a, I…od…a, …olub…a, for…hell…a, …born…odil.
b) Sleep ..., kula ..., work ..., pau ..., ro ..., pillars ..., zamo ..., colander ..., pidja ..., dru ..., cable ..., hose ..., gon ..., din ..., know ..., sharp ..., ryno ..., plu ..., club ..., lu ... .
3. Make up phrases, choosing words from point b that are suitable in meaning to the words in point a.
a) bitter, labial, loud, small, buckwheat, blue, hot, red beautiful, deep.
b) accordion, porridge, ribbon, milk, bow, city, voice, goslings, gouache, well.
4. Write down the words with the letters g, k.
The sky was covered with a thundercloud. Gulya feeds pigeons every day. Grisha loves buckwheat porridge. Mom washed the baby with a soft sponge. There is a bay horse in the stable. We ate hot potatoes. Alenka has running skates. Our team played in blue jerseys. Kolya scored a goal It was an interesting game. The red jacket is hanging on a chair.
Differentiation
1. Insert the letters w-w.
... uba, ... uk, ... mind, edge ... ah, ... willow, vi ... nya, lie ... yes, linear ... niy, boules ... nickname, multiplication ..., ve ... alka, ne ... ka, foliation ... venie, must ... en, ty ... e, bliss ... e, creative ... nicknames, ... greasy, paper ... ny, ... pores, ... burns, rat ... ovnik, this ... box,
... a ... ki, mo ... e ... b, ... ur ... al, ... ive ... b, le ... and ... b, ... tani ... ki, ... ari ... b, ma ... e ... b, ... me ... b, ... ur ... it.
2. For the words from the first column, select the appropriate words from the second column.
a) obedient friendship
fresh Jeanne
reliable porridge
wool roof
iron clothes
ginger cat
b) book typewriter
paper cabinet
sewing helmet
middle animal
home school
heavy bag
c) Zhenya is neighing
grandma buzzing
horse writes
Masha knits
bumblebee on duty
grandpa runs
3. Write down the sentences, change the meaning of the words given in brackets.
You (knit) mittens. I (knit) a scarf. You (to be on duty) are in class today. I am (on duty) in the lobby. You (fry) potatoes. I (fry) fish. You (lying) on the couch. I (lying) on the sofa. You (butter) bread with butter. I (smear) bread with jam.
Differentiation with - sh
1 Make up phrases, choosing words from the second column that are suitable for the meaning of the words in the first column.
a) fun highway
clear shepherd
dry sun
interesting cat
gray journey
b) high oats
blue tower
wool ball
fluffy snow
dried cupboard
c) the pine is in a hurry
Sonya dries
mice make noise
reeds crumble
leaves rustle
2. Write down the sentences by inserting the missing letters s, sh.
Kuku ... ka ve ... eat cuckoo. …and…and not…there is gr…and. Pa…tu…ok…ne…it home. ... e ... tra ... sewed .... and ... e shirt ... ku. Ma ... but not ... there is a woman ... I will throw ... smart. …a…e…tra…but. He rubs…and…ka. As for ... tel ... b, and for ... pee ... b. ... Anto is standing ... on one leg.
Differentiation h - w
1. Finish the word by adding syllables
cha, sha cha);
ka…, tu.., Ma…, ku…, kry…, vstr…, Mi…, paws…, yes…, on…, ass…, Pa…, forward…, light…, pore…, return…, wow... wow...
2. Finish the word by adding syllables
chi, shi (remember how the syllable is always written shea);
but…, on…, we…, yes…, at…, that…, halo…, kala…, buttocks…, small,. meet ..., lands ..., gra ..., they say ..., pi ..., dy ..., nor ...
3. Complete the sentences with suitable phrases. (Using previously used phrases.)
Grandmother cooked ... (what? what?) Ripened on a pear tree ... (what? what?). The white cat had one ... (what? what?). The baby always has ... (what? what?). Rustling in the corner ... (what? what?). Natasha loves ... (what? what?)
4. Write down the sentences by inserting the missing words.
Letters are lowered into the mail .... For rainy weather, my mother bought ... . You have to give someone else... we collected juicy ones in the garden ... . Very tasty smoked ... . Birds were heard in the forest ... . tourists entered the wonderful ... .
Reference words: box, raincoat, thing, vegetables, bream, twitter, gorge.
5. Insert missing letters into words
pi ... ah, sve ... ah, that ... ah, my ... ny, plo ... hell, backside ... ah, po ... hell, ... it, ... honest, ... precise, ... ah ... ah. ... and ... e, ... at ... ka, ... eno ... ek. ve…and…ka, ru…and…ah, then….il…ik.
This collection of didactic exercises was sent to the site by
Grachovina Elena Vladimirovna
school teacher-speech therapist in Vyborg
My son Matvey had difficulties with reading and writing since childhood. Lots of mistakes, terrible handwriting, very slow reading speed from first grade. We did a lot of work on our own, with speech therapists, and with neuropsychologists. There was practically no result. Diagnosis: neurological dyslexia, dysgraphia. At school, for written work - 2, but oral answers helped out, so Matvey pulled out for triples.
I did not stop looking for information about the correction of dyslexia and read about the Davis technique. We were very lucky and we met Anna. Anna immediately charmed both Matvey and me. Matvey went to classes with great pleasure and enthusiastically talked about what he did in the evening. The week flew by quickly, and at the final session, Anna showed me how to continue studying at home on my own.
The result was seen immediately and it was simply amazing!!! The first fives for dictations and the first trimester ended with 4 in Russian! (we studied with Anna in early October). Reading also improved, there were fewer errors and the speed increased slightly. And in general, it seems to me that Matvey has become more confident and calmer.
Many thanks to Anna! Anna is an incredibly friendly, patient, smart person! Real professional! Good luck, good luck to you!
P.S. Homework takes 20-30 minutes a day, not hard at all.
With respect and gratitude, Rzhevskaya Maria
Rzhevskaya Maria, son Matvey, 12 years old.
We learned about the problems in teaching reading and writing in my youngest granddaughter from the results of the final work in the first grade. She lagged behind in reading speed, did not always catch the logical chain of the story, and described the pictures in a peculiar way. She skipped vowels in writing, although she wrote pronouncing syllables. In the second grade, we decided to invite a psychologist and a speech therapist for additional classes. Six months of training yielded no results. I accidentally heard about dyslexia in children. According to the description, we came to the conclusion that we need to seek help from a methodologist. Completed a course of correction of dyslexia using the Davis method. At home, they continued to perform tasks, taking into account the new recommendations.
The teacher told us about “successes” and “breakthroughs”. She noted clear improvements in language and reading. Grades are now 4. But now the granddaughter does not skip letters, she knows the rules for writing b and b signs, prefixes, and sentence structure. Got it. Reading speed has increased. The retelling and understanding of the text also succumbed to us.
At the beginning of the 5th grade, we decided to take a Davis course in mathematics, since even memorizing the multiplication table caused great difficulties. In addition and subtraction through ten, mistakes were often made, even the composition of the number, taking into account different drawings, did not obey us. The course in mathematics was taught by the methodologist Anna Hare. The course lasted 5 days, as in dyslexia. At the end of the course, problems with understanding the text of tasks, with all arithmetic operations, including the multiplication table, were resolved. We went through the addition of negative numbers, decimal fractions (I’ll clarify that this has not been done at school yet). The child's self-esteem has increased. The results of the control have become better, she completes homework faster. I would like to thank the methodologist Anna for her professionalism, dedication, desire to help the child, for her attitude to success. We believe that Davis programs are effective! Recommended if you are not indifferent to the fate of your child.
Knysh Natalia, granddaughter Liza, 11 years old.
We recently completed a course of dyslexia correction with Anna (about a month ago). I must say that for eight out of nine years my son has been seen by a neurologist and we have not been given any diagnoses! It is hard to imagine how much we have endured, how many professors of medicine, psychology, speech therapy we have visited... end of the tunnel", I came across information on dyslexia and its correction. I didn’t even imagine that dyslexia is not just the inability to speak, write, read correctly. This is a certain state of a person (disorientation), being in which a person cannot do a lot: “assemble” letters into lines, read horizontally, understand the meaning of what they read , not to mention calligraphy, etc. After reading Davis' book, I was even more convinced that it was "about us." Our search for a mentor led us to Anna. I must say that my son did not have a great desire to go to the initial consultation (there was an unsuccessful experience of communicating with a psychologist). I was worried. secrets ... We "guessed" classes for the May holidays. I’ll say what happened at the beginning of classes: we study in grade 2, read by syllables, sometimes we don’t understand the text. The maximum time to focus on reading is 4 lines, then I looked away, got distracted if I read “to myself”, did not understand what was read at all. Mathematics is very bad, I have not mastered the composition of the number up to 10. Writing-writing off with difficulty 2 lines, does not see any dots or commas, agrammatically. Handwriting - homework under my close supervision and dictation - decent, in class work - thank you if 5 lines are written. He could not write an essay or presentation. Ignores the left side of the sheet. After the course with Anna, much has changed. I was able to understand my child, what is happening to him when he writes, reads, decides. What a job it is for him to catch the "flying" letters and put them into words! Now I myself, when I stop reading, feel what starter words slow him down. After the course, the child’s worldview changed in general ... He was able to read smoothly, in whole words, to understand what he had read. Previously, I had to reread to him what he had read in half with grief in order to “get the meaning”, now he reads himself. And he reads not 4 lines, but a page! This is a great achievement for us. Letter: began to "see" the left edge of the sheet. We work with literacy! But now I have found my "light at the end of the tunnel." We work at home. It's easy, even fun. Sculpting has become a favorite thing. Thanks to Anna for her patience, understanding, positive attitude, optimism and support.
Oksana Hakobyan, son David, 9 years old.
We studied with Anna Zayats back in March. I didn’t want to write a review before, so as not to jinx it) Well, look at the results ... So, what happened: a daughter of 10 years old, a student of the 3rd grade. All three years at school I read terribly! I thought of the endings of the words, and it was very slow and painful! It is clear that with such a reading, she did not understand the meaning of what she read. I'm talking about the letter in general! I skipped letters, stubbornly did not see a soft sign, names and titles are always with a small letter! I could start writing from the middle of the sheet, and not from the top. Worked with neuropsychologists for 2 years at home. There were no results! (What now: 4 in Russian and 4 in Literature for the trimester!!! This is a great achievement for us! We have not seen anything except 3 and 2 before! I am very pleased with the program and Anna! He is a very pleasant person and a professional in his field! It is clear that he loves children, for me it was important when choosing a specialist. I immediately found a common language with Arisha. Classes are held at Anna's house in a huge spacious separate room. This was also a plus for me. Yes, one more thing: now we are we study at home 2 times a week.Each lesson takes about 30 minutes.It's not annoying and not difficult at all!Good luck to everyone and all the best!Anna is a huge human THANK YOU for what she does!
Yankovskaya Olga, daughter Arina, 10 years old.
Good afternoon
Of course, it is no coincidence that the word dyslexia catches the eye.
That's how I got to your site. And I really want to say, no, even scream - this technique works!!! My son is dyslexic. I found out about this when he was in the second grade (it was 13 years ago) and the teacher drew my attention to the problem of reading and writing with my son, advised me to look for specialists. We passed the test, received the conclusion "dyslexia and dysgraphia" and a proposal to transfer the child to a special correctional school. But I have a perfectly normal, smart, healthy, happy child. Yes, he does not read well, yes, he makes funny mistakes in almost every word. And I did not agree to another school. I began to study any information on dyslexia. I came across an article about Ronald Davis and his book The Gift of Dyslexia. Hooked. I found a center in Moscow, went for a consultation. Everything was perfect for me and my son. Continued lessons. To date, he is a fourth-year student, a state student at a rather strong Moscow Technical University. And although he still writes inconsistently, sometimes mistakes, and sometimes there are none at all, I am grateful to Davis for everything that I was able to give and what I could teach my son with the help of his methodology. She works!
Natalia, son 21 years old.
I want to leave my feedback about the Davis method not only for Anna, but for all those parents who are looking for at least some information about the treatment of dyslexia and the Davis method. I myself encountered a problem when there is very little information and feedback on the Internet from those who have already tried this method. My son is 11 years old. No one diagnosed us with dyslexia, although we turned to a neuropsychologist. We were advised to take a good speech therapist. We have been working with two speech therapists for almost two years! I can not say that the result was not at all. No, there was some. The son began to read in syllables at least. Before that, he did not understand how to put letters together. But the problem is that in this reading by syllables, he constantly made mistakes. There are A LOT of mistakes in Russian! Especially in dictations! Of course, I had the idea to transfer him to a private school, after all, there are fewer children there and the approach is individual. But it so happened that at first I decided to try the Davis method. My choice fell on Anna. Immediately after the consultation, we had not yet had time to go out the door, and Artyom had already said that he wanted to come here again and was ready to take the course. So he liked Anna). In general, he is very shy and reluctant to make contact, especially with adults. And then he started talking, not right away, of course, but I watched the conversation between Artyom and Anna and was surprised how he tells a stranger about himself so much. In general, we completed the course in September. On the fifth day there was a noticeable improvement in reading. I was very happy about it! We went home to work on. We practice three times a week: Wednesday and two days off. A month has passed. Reading is getting better and better. Less writing errors. Anna warned us that mistakes in writing would go away gradually if you practice regularly: first, improvement in reading, and then in writing. For cool work in Russian, Artyom began to bring 4! The teacher asks where we were and what we are doing, because she also sees improvements and results! Artyom understands what he is reading and can retell. It didn't happen before! I decided to stay in a public school for the time being. This is surprising, but he is still pulling the program. I hope my review will help parents who do not know what to do and where to go with the problem of dyslexia.
Anna, son Artyom, 11 years old.
Girl, 8 years old. We faced a problem in teaching: it was very difficult for us to collect our thoughts and do our homework, it was difficult to focus on one thing. Hence, difficulties arose with the school and classmates: the child does not pull the school curriculum. We turned to Anna for help. And it turned out that Anna owns wonderful instruments, the secret of which our girl now knows. And now, in the case of "flying into the clouds", we resort to miracle tools. The child returns to lessons within a minute, and at the same time, school performance improves before our eyes. In the 1st grade, teachers told us: "The child will study for 2 in all subjects." End of term 2nd grade, our actual grades range from 3 to 5!!! And the deuces have evaporated somewhere and continue to evaporate! Thanks a lot, Anna!
Maria, Sofia 8 years old.
My daughter Varya (9 years old) underwent Davis treatment for dyslexia in August 2017. Before that, there were 1.5 years of corrective programs using classical methods, which did not give noticeable improvements. My wish (as a mother) was to increase my child's reading speed. Varya has a "mathematical mindset", even the English language was given to her with less stress than literature and the Russian language. Anna's classes helped us a lot! Varya began to read much more fluently and meaningfully. She doesn't have to read sentences two or three times to get the gist. SHE LEARNED TO CONCENTRATE ATTENTION! There is still a long way to go in school. Now I know how to help her in time, to direct her in the right direction.
Many thanks to Anna!
Elena, daughter of Varvara, 9 years old.
We took Anna's course at the end of May. Before the course, my daughter read with great difficulty, she hated reading with all her heart! Homework in reading and the Russian language was a real torture for her and for me and always ended in screams and quarrels, our relationship began to deteriorate sharply, we began to move away from each other. Tests at school in the Russian language brought her to a breakdown. It got to the point that when there was supposed to be a test in Russian, my daughter started to get sick! We never visited special doctors with this issue, and those pediatricians who looked at her did not see the problem. The teacher also said that she was just lazy and did not want to study, and that she needed to study more at home: read and write more. I found information about dyslexia myself on the Internet, I read a lot about it, I realized that it was about my Darina. There I stumbled upon Anna's website and, frankly, I did not look for anyone or anything else. We came for a consultation and my obstinate Darina fell in love with Anna. At the consultation, Anna confirmed my thoughts about dyslexia and at the end of May we came to the course. We are very pleased with the result! My daughter started reading on her own! She chooses a book herself and reads at night! Now she began to dictate and check the words when she writes. There are far fewer errors! She became more confident in herself, sees her successes and therefore reaches for reading! Marvelous! And it became much easier for me! She was given tasks in a summer notebook for the summer: she wants to do them herself, without my help! I am very happy and satisfied! Anna, thanks!
Irina, Darin's daughter, 10 years old
I noticed the problem back in the 1st grade: reading was always difficult, the letters were confused, the endings were swallowed or invented. She chalked it up to carelessness. Vocabulary words were taught from the summer, in different ways: visually, by ear, they wrote many times. But, unfortunately, in the 2nd grade, vocabulary words were forgotten, prepositions were written along with the words. I realized that there was a problem and suspected dyslexia. As a result of testing, my fears were confirmed. It was decided to undergo a course of correction with Anna. The result was stunning: dictations, vocabulary words, reading ceased to be torture. The child learned to use tools, became self-confident. Became less anxious. I changed my approach to it, it became easier for me. Of course, there is still a lot of work ahead at home, but it brings joy to both me and the child. Anna, I thank fate for meeting you: a wonderful person and professional with a capital letter. Thanks from all our family. Ekaterina and Artyom
Ekaterina Shestakova, son Artyom, 8 years old.
I want to say a huge human thanks to Anna for the work! After the course, my son, who, by and large, could not read, did not understand what he was reading about, hated reading and everything connected with it, asked me to buy him a book!!! He reads every day, and I try not to even breathe, so as not to frighten him away!) He sits down for classes and calls me! In those dictations that I dictate to him, after the course I began to make half as many mistakes! The course has just been completed and there are still classes ahead, but already now I see progress! We have time to actively work out before the start of the school year... I will write about further results...
Svetlana, son Artyom 12 years old
It's hard to look at a child who is considered to be more than just the black sheep in the class, who has no friends, when an elementary school psychologist talks about a school for "handicapped" children. And at home, this child is fond of astronomy, animals, etc. It got to the point that the parents decided to transfer Nastya to another school. But where is the likelihood that it will be better there? I will not write and list all those problems that you all know very well (dyslexia and dysgraphia). This is written in all the reviews about their children. I just want to say ANNA, THANK YOU SO MUCH, such a THANK YOU that it is impossible to convey. This can be understood only by those parents with children who have completed a course of dyslexia with Anna. This can be understood by children who do not want to part with Anechka. Dear parents, if you are reading my review, do not hesitate, call and make an appointment with Anna. Believe me, you will not recognize your child after 2 classes. Once again, THANK YOU SO MUCH and BOW.
Vera Borisovna, granddaughter Anastasia, 9 years old
I found Anna in June 2018. We turned to her with a problem in reading and writing with her son. He read very badly, made many mistakes, did not understand what he was reading. In the Russian notebook, all the pages were red from the teacher's corrections. I can say that the method works. Now my son can read without problems. Of course, not what was asked at school for the summer, he is not interested. But he reads books that he chooses: he looks on the Internet, searches, asks to buy. This is surprising, of course, and unusual. I can't give a definitive answer about the letter yet. His wife is working with him, you need to repeat many more rules in Russian. But, in the dictations that she dictates to him, he definitely began to make fewer mistakes. I can safely recommend the Davis method. This is a visible "push" in the development of the child.
Oleg, son Gleb 11 years old
Good afternoon, before coming to Anna, I got acquainted with many available methods for correcting dyslexia. I was looking for the best for my son and I think that I have found the right path. Maxim did not particularly want to go to the course, he remembered our last classes. There were big tedious homework assignments to correct dyslexia. But after the first meeting with Anna, he became interested and said himself that he wanted to study. Anna in a conversation with a teenage child captivates and interests. The problem was a huge number of spelling errors in dictations, and even in simple rewriting. Completed a dyslexia course. Started working out at home twice a week. A month and a half later, for the first time in his life, the son asked me to buy him a book. This is not a school program, but his choice, but over the summer he "swallowed" three volumes of 350 pages. We continue to work at home, in a properly configured state, we go through the rules for the Russian language again. Handwriting improved, I began to think about spelling, it is easier to concentrate, not so tired. We continue to work and observe the results. Anna, a very big thank you from our entire family!
Olga, son Maxim Solovyov 10 years old.
In September 2018, my student Sasha (11 years old) studied with Anna Zayats to overcome dysgraphia and dyslexia. Sasha's difficulties in mastering the school curriculum in Russian language and literature grew from year to year. By the end of the 5th grade, the question arose of retaking the results of the final test, as they were "unsatisfactory". The student knows the rules, performs grammar tasks, and with the dictation - a disaster, although he performs subsequent work on mistakes orally well. Anna taught him to tune in to work, to hold his attention for a long time when completing tasks, to read without losing letters, to be aware of what he read; work with words in which he makes mistakes when writing them. The lessons were interesting and productive. The child easily learned how he should act in order to overcome the difficulties that arise. With enthusiasm they continued the work they had begun at home. Sasha had positive results in his studies, and this was naturally reflected in his attitude to studies. He became more confident in his abilities, with pleasure goes to the lessons of Russian and literature. Many thanks to Anna for such results!
Olga, student Alexander Lopatkin 11 years old
Good afternoon We are fine. According to the letter from memory, dictation and presentation, I received 4. Not only did Russian get better, but also began to bring 4-5 in literature. That's just the trouble with mathematics, but we'll fix it next year.
Svetlana, son Artyom Nikitov 9 years old
Good evening! Sorry it's late! There is definitely a result (I will send notebooks later). Of course, we ourselves admit that we study twice a week, but our tutor also accepted and studies 2 more times a week. We observe a better understanding of the setting, environment and life. Teachers: began to study with great interest and without lamentations, reducing the refusal of activities. He always uses methods of concentration, and "kushiki" (balls) and hands on his shoulders are very helpful ... He performs and pulls himself together. My husband and I believe that the Davis method can help autistic people in many ways! Danka began to read with expression, taking into account punctuation marks, he likes it ... Thank you for your attention, it's very nice! And thank you for your patience and understanding of Daniel's condition!
Nadezhda, son Daniel, 11 years old
Hello Anna, thank you very much for your work, success is evident.
Alexander Morgachev.
Alexander, son Dmitry Morgachev 9 years old
In the 2nd grade, my child was diagnosed with dysgraphia, dyslexia, ZRR. Passed PMPK, was sent to a correctional school. He wrote slowly in the lessons, read slowly, did not understand anything. He was embarrassed to answer in reading lessons, did not memorize poetry. We have switched to homeschooling. We started studying with a speech therapist, wrote 28 words per lesson. I found courses on the Davis method on the Internet. We came for a consultation, our diagnosis was confirmed by the test, we started training. On the first day after the course, he came out with burning eyes and said: "Mom, I'm happy!" Until the evening, he kept telling something, for me there was a lot of progress, because at school he was set as an example - not a single remark for the year, he is silent smart girl (and this was a diagnosis), which resulted in the fact that they left school. After the second lesson, the child was joyful, made up jokes, and until the evening he could not be stopped from talking. In the classes, Anna replaced both the psychologist, the neuropsychologist, the speech therapist, and the defectologist, whom we were told to go through. After 3 days of classes, he was thoughtful, concentrated for 2 hours, and then did not stop until the evening. After 4 days of classes, he recited the alphabet back, he was confident, in a good mood. After 5 days of classes, he read a book in the subway, so expressively, loudly and provocatively, with pride - the whole carriage was touched. On the bus he asked for a second book and read it expressively himself. Now I started reading "The Star Boy." I wrote a story in A4 format for 110 words with all punctuation marks, in the description of the fox I used 6 adjectives, prepositions without errors in 1 hour. A speech therapist saw a big jump, a breakthrough after the courseDavis. He is praised in the classroom, retells what he read, remembers the lessons, teaches poetry, it takes little time for the lessons.
The years of my and my child's torment stopped in an instant! Like a breath of fresh air! Thanks to Anna for her hard work and help. Parents who are faced with such a problem, do not waste time, come to study at the courses. Very effective program, highly recommended.
Good luck!
Natalia, son Kirill Emelyanov 9 years old
Anna, good morning! I begin to see Vlada's shifts, she began to talk, not to be silent, to be interested in many things, she became more free internally. Yesterday they wrote dictionary words, went to write without unnecessary pretensions, wrote almost without errors, does not confuse letters. I dictated to her in syllables, sometimes she spoke herself. There is a result!
Anna, hello!
It has been 4 months since my son Luka completed the dyslexia program and we can talk about success. First, and most important for me personally, he became more independent. I don't have to sit next to you and tell you what to write when doing homework. He makes them himself, only if he doesn’t understand something, he asks for help. Dots appeared at the end of sentences, prepositions and conjunctions. The endings are correct when reading. Keeps up with other children in the class, there used to be "gaps" in classwork all the time. Of course, ADHD leaves its mark, and it is not possible to write a long work completely without errors. 4s began to appear, despite the fact that we sit on the lessons much less, and there is no need to explain the topics. Control writes the first time, and does not rewrite after lessons, as it was before. I think if he had been more motivated, the result would have been even better. And we are working on it. And, it seems to me, the strength of the Davis method, in addition to techniques and settings, is that the child understands and realizes that he himself can change something in his life, he can succeed. It is very important to understand this in childhood, because the same adults grow out of dependent and led by mom, dad, aunt-tutor children. The Davis program is very good in that it gives children that opportunity - to feel that they can manage their dyslexia, control it, and, of course, move forward. Sometimes these are small steps, and sometimes big breakthroughs, but the progress is tangible and makes you want to do more. Thank you very much, Anna, and a huge hello from Luka!
Inga, son Alexander, 11 years old
Anna, I want to express my gratitude to you! How many doubts I had before bringing my daughter to a course with you. How many specialists I called before I got to you! And I'm glad we chose you! My instinct never fails me! At first glance, I realized - this man loves children and my daughter will be comfortable here. Veronika, not having time to leave you after the consultation, immediately announced that she would come to study with you! I have never seen such a desire to study in my daughter! She got up early with great pleasure and rushed to your classes. It has now been three months since we completed the course. Daughter reads without mistakes with confidence and fluency! In Russian, she was given a 4 in the quarter! This is a great result for us! Literature 5! I will gladly recommend you to anyone who needs help! And we didn't stop working either. I decided that now is the holidays and there is time - we use it for classes. Moreover, they do not strain and pass in one breath. I wish you success and I am grateful to fate for bringing us together!
Elena, daughter Veronika 12 years old
My daughter underwent a correction course with Anna in early September. Both she and I are very pleased with the result. But first I want to tell our story. My daughter is 14 years old, she is a student of the 8th grade. The fact that she has dyslexia, I have known for a long time - since the fourth grade, and all this time we have been trying to somehow solve this problem. I heard about Anna on the radio. I am a believer, I regularly listen to Vera radio. And in one of the programs, it was about dyslexia and Anna's satisfied clients talked about her as an excellent specialist and about the correction method that helped. A couple of days later we came to Anna for a consultation. I must say that now my daughter has a transitional age and she is very “prickly”, often rude, sometimes unhappy and often harsh with teachers, she often sorts things out with her classmates because of her poor academic performance. They laugh that she can't read aloud or follow their reading. Anna arranged her daughter from the first minutes of the conversation. I learned so many new and interesting things about my child, I learned her from the other side! It is amazing! My daughter was very imbued with Anna and said that she would study. And indeed, all five days of the course, the daughter with great pleasure got up in the morning and ran to class. She was so captivated! And I think that the result that she herself saw played a very important role in her desire to learn. She saw that she could read without errors and not be embarrassed by her classmates. It is evident that her self-esteem has risen. Therefore, homework now does not cause any problems. She sits down herself - she does it herself, and very quickly. The review is long and a little chaotic. But I want to advise everyone not to doubt and come to Anna. You won't regret it, that's for sure!
Valentina, daughter Maria 14 years old
In elementary school, many children have difficulty writing well. It should be noted that some of them cannot write correctly not because they experience difficulties with grammar and punctuation, the problem is more complex, due to unformed higher mental activity. Of course, errors in the text are found in almost all elementary school students, but only in 12-20% of students the reason lies in dysgraphia. Dysgraphia is a serious disorder in the psyche of children that must be addressed at an early stage.
Children suffering from this disorder make serious mistakes while writing: they confuse words, repeat the same word and confuse letters. This disease is not a sign of intellectual retardation and can be corrected.
What you should pay attention to:
- Frequent phonetic errors (word - owl, bear - mevet, etc.);
- Mistakes in very simple words (eg in the word "how");
- Missing syllables, incorrect endings, etc.
In order to write correctly and read normally, it is enough to have an average intelligence. However, do not sound the alarm ahead of time if one of the students is experiencing difficulty during training. It is important to understand that dysgraphia does not affect mental development in any way. Such a person adequately perceives oral information and is able to learn. Difficulties arise precisely with visual information. You can often find “mirrored” letters in the text written by a person suffering from this ailment.
Dysgraphia and dyslexia are similar in nature, so often people suffer from both disorders at the same time.
Which children are at risk:
- left-handers;
- former left-handers (parents or teachers retrained the child to the right hand);
- children who started early schooling;
- children growing up in a multilingual family;
- children suffering from distracted attention;
- children who began to study with a speech therapist early.
Correction of dysgraphia is the prerogative of speech therapists. The specialist will recommend the necessary exercises and teach the right approach to training. However, it would be useful to turn to psychologists, since the cause of the disease could be: a lack of communication, incorrect or fuzzy speech of others, a very early start in literacy, etc. The result is psychological trauma.
Types of dysgraphia
Experts divide dysgraphia into the following types:
- Articulatory-acoustic.
- Acoustic.
- Problems of sound analysis.
- Agrammatical.
- Optical.
Correction of dysgraphia is a joint work of teachers, parents and a speech therapist. In order to fully understand the nature of this disorder, one should understand the subject in more depth.
- A person who indistinctly pronounces individual sounds and confuses the letter “r” and “l” in speech is subject to articulatory-acoustic dysgraphia. Failure to pronounce a letter correctly often results in deliberate omission. For example, the subject has difficulty pronouncing alternating consonants, which leads to incorrect pronunciation of the words: “inflow - drink”, “transformation - tansfomation”, “thirty - tick”, “cottage cheese - tolog”, etc.
- If a person confuses letters, then the reason for this may be acoustic dysgraphia. Voiced and hissing sounds in one word provoke a person to pronounce and write some words incorrectly.
- The summation of several words into one is the cause of the pathology characteristic of incorrect sound analysis. For example, a person instead of "beautiful interior" pronounces "crater". Often people suffering from this disorder tend to write prepositions separately from words, as they hear a pronounced boundary between them: “eternal - from eternal”, “pass - pass”, etc.
- An inability to coordinate words is a clear sign of an agrammatical disorder. The following phrases can be cited as an example: difficult decisions, difficult tasks, etc.
- Very often there is a disorder in which children write some letters, the shape of which is pronounced vice versa. The letters are as if mirrored (I, P, B, b, etc.). This disorder is due to optical dysgraphia.
These are the main forms of the disease, in practice there are often more complex options that summarize several forms. Despite the presence of so many forms, the treatment of dysgraphia largely follows the same methodology.
Dysgraphia in adults is no less common than in children. The cause of this disorder can be a tumor, traumatic brain injury, meningitis, asphyxia, birth trauma, etc.
Dysgraphia in adults manifests itself, as well as in children: mistakes during writing, which a person repeats from time to time, while knowing grammar and spelling well. Often people suffering from this disease confuse letters that are outwardly similar in spelling (b-b, v-b, sh-sh, g-r, etc.)
Tips for Parents Whose Children Need Speech and Writing Correction
In no case do not scold children with an illness and do not shout at them. This behavior will only make the situation worse. The subject must feel the care and attention from the parents. All work must take place in a comfortable environment. It should be understood that there is a certain pressure on children, which can affect their psyche and form psychological barriers that can limit their future life.
If the teacher treats students rudely and constantly reproaches them for mistakes, then children can grow into amorphous people who will give up any undertaking at the first failure or mistake.
Those with dysgraphia are not at all incurable. In 70-80% of cases, if you correct the disease at preschool age, then the problem will be solved. You should be attentive to the child, in which case his problems will be visible at an early stage, which will significantly increase the likelihood of their elimination.
Seek help only from an experienced speech therapist. It is also necessary to show the child to a psychoneurologist who can identify auxiliary deviations. Do not neglect the services of a tutor. The tutor will deal with only one student in an environment convenient for him, knowing the characteristics of his ward and taking them into account during training.
Every case needs a system to achieve the best results, dysgraphia treatment is no exception. Classes should be carried out systematically, without violating the schedule.
It is also necessary to determine the causes of the pathology.
Diagnosis of dysgraphia in children
Diagnosis of dysgraphia involves examinations by a neurologist, ophthalmologist, otolaryngologist and speech therapist. As mentioned earlier, dysgraphia and dyslexia have similar characteristics, so the help of qualified professionals will help identify both disorders and eliminate them.
First of all, it is necessary to accurately determine whether the illiterate speech of the subject is the result of a pathology, and not a banal ignorance of the rules of spelling.
The survey will take place in several stages:
- First, written works will be examined and analyzed.
- Next, you need to listen to oral speech and determine the presence of deviations. During the study, the gesticulation and manner of speaking are monitored, and the leading hand is also determined.
- During the entire examination, specialists examine the vocabulary, pronunciation of various sounds, the perception of sounds and the syllabic structure that the subject makes up during a conversation.
- After the study of speech is completed, the study of written speech begins. The subject first rewrites printed, handwritten text, then performs a dictation, makes descriptions from images, reads syllables, words and texts.
When all procedures are completed, the speech therapist analyzes the results and makes a conclusion. Dyslexia and dysgraphia in children, as a rule, are pronounced and their definition is often not difficult for a specialist.
It may seem to many that the above procedures can be carried out at home, without the help of a specialist, but this is absolutely not true. In order to perform the most accurate examination, you must have experience and the necessary knowledge. Otherwise, a number of mistakes can be made, which will lead to an incorrect conclusion and an incorrect understanding of how to treat pathology.
Correction of dysgraphia in children of school age
It is necessary to treat dysgraphia with joint efforts. Working together with teachers, parents and a speech therapist, the child can get rid of this deviation.
If a child experiences difficulties in speaking, then it is necessary to provide him with systematic practice. Such a special dictation should be different from the usual one. You should clearly pronounce words, indicate punctuation marks. Before starting the dictation, you should clearly read the entire text.
Negative emotions should be avoided. In a negative environment, children perceive any treatment as something imposed and will subconsciously seek to abstract.
Do not show excessive attention and extreme concern for this deviation. From increased attention to the problem, the child will decide that something is wrong with him and begin to perceive himself as inferior, which is fundamentally untrue.
It is necessary to instill in the child the mood to achieve a grandiose goal. The child should be praised (in moderation) and encouraged with pleasant surprises, so that he treats the treatment with special zeal and is aimed at achieving an excellent result.
Treatment by a speech therapist will take place according to a different system. Speech therapists base treatment on a special alphabet and a set of specific speech games. The exercise with the alphabet boils down to the fact that children are invited to put together a word and designate its grammatical elements. This exercise helps to remember the structure of words, the appearance of letters and teaches the correct pronunciation.
Next, the speech therapist gives the child an understanding of the differences between hard and soft and deaf sounds. The child repeats the words and selects his own, which correspond to the required sounds. During the work, the analysis of sounds, letters and syllables of which words are composed is carried out.
There is an excellent exercise that does not have to be done with a speech therapist. The child writes a text (not necessarily from dictation) and pronounces each word. It is very important that the child clearly pronounces weak beats.
Example: “how much does milk cost”. Indeed, in oral speech, this phrase is pronounced in a completely different way - “how much malako costs”.
Weak beats in this example are sounds that can change during fast speech without affecting the meaning of the word. It looks like a simple exercise, but with a systematic lesson, it is very effective.
Prevention of dysgraphia in a child
Having learned about dysgraphia and realizing that such a deviation may adversely affect the child in the future, automatically leads to the conclusion that the sooner it is detected, the better. It is advisable to determine whether a child has this ailment even before he begins to study literacy.
There are many exercises that are great for preventing dysgraphia in preschool children:
- Definition of an object by a contour image.
- Search for identical objects in the picture.
- Maze game. A labyrinth is drawn on a piece of paper, the child needs to draw a line through the entire maze with a pen without touching the walls.
- Define the subject by individual details.
- Search for an extra item in pictures that does not match the rest (for example, among ovals and circles, a triangle or square will be superfluous and vice versa).
- Correlation of objects with their silhouette. There are special educational toys, such as a cube with holes of different shapes, into which you need to insert figures of the same shape as the holes.
Correction of dysgraphia is not the easiest process, both for the child and for the parents. You will have to do a lot of work and show all your strengths in order to support the child and help him get rid of the disease. The most important professionals for a child are his parents. Work with the child, enlist the support of a speech therapist and everything will work out.
Dysgraphia has definitely pronounced symptoms, but only a specialist, most often a speech therapist, can make an accurate diagnosis. Dysgraphia does not go away on its own and interferes with the further education of the child: without eliminating the problem, mastering the school curriculum, even at a basic level, will be almost impossible.
What is dysgraphia? How do you know if a child has dysgraphia?
As a rule, parents and teachers learn that a child has problems with writing (dysgraphia) only when learning to write, that is, in elementary school. Dysgraphia is a specific writing disorder when a child writes words with phonetic errors, errors in recording sounds. Instead of "p" he writes "b", instead of "t" - "d", forms syllables incorrectly, adds extra letters, skips the necessary ones, writes several words together.
Dysgraphia can be mistaken for simply not knowing the rules of grammar, but the problem goes deeper.
Compare "offer" - "breathing" and "offer" - "application". In this example, the difference between simple ignorance of the correct spelling (rule) and dysgraphia is clearly visible.
Moreover, the handwriting of such children is often illegible, uneven. When writing, the child shows a lot of effort, but writes very slowly. If such a child studies in a class with ordinary children, then he may experience serious feelings due to his mistakes, slowness, and discontent of the teacher. In speech, a child with dysgraphia often cannot build long sentences and prefers to remain silent or speak briefly. Because of this, the "dysgraphic" does not have full communication with peers, and it seems to him that his classmates are opposed to him.
Unfortunately, this is a rather serious problem that "does not walk alone": most often, dysgraphia manifests itself along with a reading problem, and the child may also have speech problems and violations of other physical functions.
Types of dysgraphia
- Articulatory-acoustic. It is connected with the fact that the child pronounces sounds incorrectly, which means that when pronouncing them to himself, he writes them down incorrectly. To treat this type of dysgraphia, you need to work on the correct pronunciation of sounds.
- acoustic. In this case, the child correctly pronounces the sounds, but confuses them with those similar in sound (deaf-voiced: b-p, d-t, s-s; hissing: s-sh, z-zh; and also do not distinguish between the softness of individual sounds) .
- Optical. A child with optical dysgraphia finds it difficult to write and distinguish between letters: he adds unnecessary elements (sticks, dashes, circles), skips the necessary ones, even writes in a mirror image in the opposite direction).
- Dysgraphia due to problems of language analysis and synthesis. A child with this problem in writing can skip or repeat whole words, rearrange syllables and letters in places, write different words together (prefixes and prepositions are confused with nouns - they write together or separately, attach part of the next word to one word, etc.)
- Agrammatic dysgraphia. As a rule, it is detected after grades 1-2, as it requires great knowledge of the rules for writing words ("good cat", "beautiful sun", etc.). That is, this problem is connected with the fact that the child cannot correctly decline words by gender and case, cannot agree on an adjective and a noun. Such a problem can be observed in bilingual (bilingual) families, as well as when the child is taught in a non-native language.
Causes of dysgraphia
The causes of this disorder can be very different: from birth trauma, infections and genetics to neglect of education. With problems in the functioning of the brain, dysgraphia is most often accompanied by concomitant diseases, which may already be known to parents.
In fact, a child diagnosed with dysgraphia cannot write without errors, because his speech, auditory and visual and motor analyzers are disrupted, the child cannot process information (synthesis and analysis).
How to eliminate dysgraphia and is it possible?
Fortunately, yes, with some effort on the part of both parents, specialists, and the child himself dysgraphia can be corrected and cured. Of course, this is not a quick process: it may take months or years of systematic practice to completely overcome dysgraphia and related impairments in writing, speech, and reading. But these works will be rewarded: the child will be able to fully study in an ordinary school and become a full-fledged member of society, an ordinary child.
Dysgraphia is not a sentence, you can live with it, but the task of parents and teachers should be to overcome this ailment. Fortunately, many techniques and exercises have been developed to eliminate dysgraphia. This is confirmed and famous people suffering from dyslexia and dysgraphia. Here is just a small list of names: Hans Christian Andersen, Albert Einstein, Tom Cruise, Salma Hayek, Cher, Dustin Hoffman, Walt Disney, Fedor Bondarchuk, Vladimir Mayakovsky, Marilyn Monroe.
Which doctor treats dysgraphia?
Usually, dysgraphia is reported by the teacher teaching the child. He may already have experience working with such children. Next, you should contact a speech therapist and a psychoneurologist. The main work is carried out by a speech therapist: he develops both hemispheres of the brain, teaches to distinguish, pronounce and record sounds. A neuropsychiatrist will help identify concomitant disorders (if any), understand the causes of dysgraphia and prescribe medication. In some cases, other specialists are involved in solving the problem, for example, if a child has hearing problems, he can neither hear sounds nor write them down.
What should teachers and parents do?
Eliminating such a problem is impossible alone: parents, teachers and doctors must unite and agree on their actions. Prescribe treatment, perform certain exercises. Perhaps the child should be transferred to another school (specialized) or hire a tutor who can professionally perform the exercises with the child at home.
It should not be forgotten that the "dysgraphic" very often acutely feels his problem and is afraid to show it again: he misses lessons, loses his notebooks in the Russian language, and communicates little. The task of adults, in addition to treatment, is to provide psychological support to the child: do not scold, show interest in success, help.
Outcome
Dysgraphia is a disorder that you can and should work with: do exercises, correct related problems (for example, communication problems with peers). The peculiarities of this violation and its significance for the future life of the child cannot allow non-professional intervention - it is necessary to contact specialists, first of all, a speech therapist.
Photo of dysgraphia
Photo courtesy of user Jelenko, Vitaliy Kupriyanov.
Photo provided by the userAlla Max.
Dear readers! If you have photographs of examples of recordings of a child with dysgraphia, please use them to illustrate this and other related articles. Thank in advance!
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