Why does a child miss letters? Letters are messed up: dysgraphia in a child

Accurate, correct oral and written speech acts as a prerequisite for the formation of a successful person. At the same time, helping to master the language and speech is an important task not only for parents, but also for teachers and speech therapists. Success is only possible with close cooperation. If a child has a violation of speech and writing, then the speech therapist is important, as it is he, as a specialist, who will allow to realize the goals set. In the modern world, you can find a huge amount of methodical literature, which describes ways to overcome disturbances with sound pronunciation.

No matter how sad it is, the fact remains: because of the violation of one structural component in the general speech system, other violations follow. Such violations include: general underdevelopment of speech, disturbances in the process of reading and writing, impaired memory, concentration of attention, changes in verbal-logical  thinking, etc.

Not every child can easily learn to read and write. From the point of view of adults, this is elementary, in fact, to teach a child to read and write is one of the most difficult tasks. Even if the child is talented, intelligent, and in many ways superior to his peers, mistakes in writing and reading are not excluded. Problems can be different: a child can write all the words together, skip letters in words, and sometimes can make several words from one word.

On the part of many parents and teachers, these errors are attributed to the child’s inattention. All that in this case can be recommended by the teacher to parents, so it is more to write a sweat dictation. This period is difficult not only for parents, but also for the child himself. The child begins to have a negative attitude towards writing in school.In order for this not to happen it is important to be able to analyze the mistakes of the child. The nonrandomness of such “ridiculous” mistakes that become systematic is a reason to appeal to a speech therapist. Errors of this type indicate that the child has dysgraphia.

D art - typical mistakes of persistent character when writing

The experience of primary school teachers allows us to say that in the class before 30% of students have different kinds of violations when writing. If an adult person has already automated the process of writing, then for a child this is a huge number of problems. A letter is a complex form of speech activity with a multi-level process. When writing are involved in close communication recheslukhovoy and speech motor, visual and general motor analyzers. In addition, success in writing depends on the degree of development of oral speech. The more correctly the child is able to distinguish the sounds of speech, to connect them and isolate them in the general flow, the more correct the written language.

For writing a word for a child it is important:

1. be able to determine the structure of his sounds, know the sequence and place of each sound;
2. correctly associate the selected sound with a letter in some way;
3. using hand movements to reproduce the letter.

To write a sentence, you need to speak it, mentally build, remember the desired order of writing, break the sentence into words, select the boundaries in each word.
  But   not every child manages to adhere to these rulesIn particular, they have auditory differentiation of sounds, their incorrect pronunciation, inability to analyze sounds and synthesis, violation by lexical and grammatical  bases, lack of visual analysis and synthesis, lack of spatial representations. As a result, the process of mastering the letter occurs with various violations. These violations received the name - dysgraphia, in translation from the Greek "graph" - a letter.
  Disgrafia is a specific disorder of writing, which is associated with many typical errors that are persistent due to the lack of formation of higher mental functions. All of these functions are involved in the process of mastering the skills of writing. Does your child need a speech therapist?
  What to do if there is no specialist? After all, teachers and parents are not always able to help and provide qualified assistance to the child. Is there a way out of this situation?
In this case, it is important that the primary school teacher and parents are able to distinguish between errors related to specific dysgraphic ones.

What are dysgraphic errors?

Errors that occur due to the lack of formation of the auditory perception and phonemic processes:

• omissions of vowels: brook - brook, sandwiches - squeak, Mrkov - carrots;
• omissions in words of consonants: kvarira - flat;
• omission in syllables words: becky - squirrels;
• substitution in vowels: food - food, sesen - pines, soft - light;
• replacement of consonants: tva - two, chacha - thicket, felon - harvest, tokazyaved - proves;
• permutations of letters and syllables: mokolo - milk;
• failure to write endings and syllables: forward - forward, on the gate - on the gate, a duplicate - a duplicate;
• adding unnecessary letters and syllables to words: detiti - children, denaktat - dean;
• word change: malny - soap, tea-kettle;
• merge two or more words and divide them as you see fit: war and peace - war and peace, in this - everything;
• inability to divide the text into sentences, the combined writing of sentences: Snowflakes fell to the ground. White bedspread. The frost grew stronger and forged all the rivers to the birds became hungry. - Snowflakes fell on the ground with a white veil. Frost was strong and forged all the rivers. The birds became hungry.
• the omission of a soft sign in the words: big - big, how many - how many, primchalis - rushed.

Errors due to unformed lexical and grammatical  sides of speech:

• violation of the words: from the apple branch - from the apple branch, the sun appeared - the sun appeared, a large box - large boxes;
• management disorders:   in the hill - from the hill; sped off in the pond - sped off to the pond, sits a sofa - sits on the couch;
• replacing words similar in sound: the raft is the fruit;
• separate writing of prefixes and continuous writing of prepositions:   I walked — in the garden, on the floor — on the floor, on the booze — swelled;
• missing words in a sentence.
  

Errors caused by the lack of spatial perception and visual recognition, inability to distinguish analysis and synthesis:

Errors related to the inability of children to learn a large amount of school material, as well as the inability to memorize and use in writing the spelling rules learned earlier:

• unstressed vowel in the root of the word: kravat - bed, weight - temple;
• spelling deaf and voiced sounds in the middle and at the end of the word: dup - oak, jar - mug;
• designation of softening consonants;
• capital letter in proper names and at the beginning of a sentence.

Currently, there is another group of errors that are dysgraphic, only if they are persistent. For children who have this type of error, use the phrase: "What they hear, they write."

Classification of errors is made according to the reasons for their occurrence, which will allow teachers and parents not only to identify the causes of difficulties, but also to correctly determine the type of process violations while writing, and therefore be able to plan the work that allows to overcome these violations.

Special literature contains different classifications of dysgraphies, but each of them is based precisely on the causes of violations.

The main types of violations of the letter include:

D art articulatory acoustic

The main reason for the occurrence of this type of disturbances is the incorrect pronunciation of speech sounds. The child writes words depending on their pronunciation, thus, reflects his defects in pronunciation, but only in writing.

D acoustic imaging -  the basis is phonemic recognition, differentiation of phonemes.

Impaired differentiation and recognition of close speech sounds are the cause of this type of impairment. When writing, the child replaces the letters with whistling and hissing, ringing and deaf, hard and soft sounds, that is: pb, td, y-o, i-e, s-s, f-v, k-g, ni-ch, sh-f, s-ts, t-c.

Disgraphy arising from violations of language analysis and synthesis

The main reason for its occurrence is the difficulty in dividing the text into sentences, and sentences into words, words into syllables and sounds.

Typical errors are:

• omissions in the words of consonants and vowels;
• changing letters in places;
• adding unnecessary letters to words;
• both omissions and the addition and transposition of syllables;
• separate and consistent spelling of words;
• separate spelling of the root or prefix or, on the contrary, the continuous writing of prepositions with other words.

D agrarian grammar

The cause is the difficulty in constructing the grammatical structure of speech.
  When writing, this is manifested by changes in the endings with the declination of words, the improper use of prepositions, number and gender, omissions of sentence members, disturbances in the sequence of words in sentences, disturbances of semantic relations in individual sentences and between sentences.

D optical art

Cause of occurrence - unformed functions in visual-spatial  area. It appears as replacements and changes in writing similar handwritten letters in their writing - graphics, for example: msh, md, db, iw, nm, e-s  and a number of others.

Only with the correct determination of the type of process violation in a letter from parents and teachers will the main direction of work with the child be identified, with which you can help him correctly and correctly express his thoughts on the letter.

Letter omissions

have younger students.
  Speech therapist MBOU "Secondary school № 2" Urazaeva R.N. Megion, 2016

Disgraphia -
partial writing disorder. The main symptoms of dysgraphia are
persistent specific errors
which occurrence at pupils is connected neither with decrease in hearing and sight, or with omissions of occupations due to illness.

Medical history

Manifestations - distortion of the structure of words and sentences on the letter. The most common distortion of the sound-letter structure of words is: - omissions of consonants when they meet in a word: dictation - dictate; - vowel omissions: dog sbaka; - permutations of letters: trail-prota, window; -additions of letters: taskali-tasakali;
Disgrafiya on the basis of various forms

violations of language analysis and synthesis.

The most common error -
pass

  letters
which refers to the specific mistakes of the letter - “dog” - dog, “agka” - riddle, “kshka” - cat, “yasi” - nursery, “chuyl” - stuffed animal, “devoka” - girl, “loka” - spoon.

Reasons for missing letters:

- lack of attention.
  This may be due to the hyperactivity of the child, the inability to control their behavior, inconsistency, distractibility. They can manifest with increased mental stress. Also, it is possible that the child did not develop the proper level of attention as early as preschool age.

incomplete syllable,

sound analysis and synthesis.
  This is the ability to determine the sequence, place and number of syllables and sounds in a word.
(analysis);
ability to make words from syllables, sounds, letters
(synthesis).
To write a word, you need to represent its sound composition in the mental plane. For example: the word hand consists of sounds (p), (y), (k), (a). This can be compared with the melody. In order to write it, you need to know what notes it consists of.

unformedness

sound spells

and sound indices. (phonetic

phonemic disorders)
  If the child does not make a sound, he skips it when he says the word, he can also skip the letter denoting the sound when writing.

- the lack of formation of syllable

word structures.
In case of difficulty, to pronounce words with a complex syllabic structure such as basketball, scuba diver, traffic controller, sixteen-story, guide and the like, it is difficult for a student to identify and remember the sequence of sounds and syllables in a word. This leads to the difficulty of analyzing the word and, therefore, its incorrect writing with probable permutations, omission of letters and syllables.

- unformed graphomotor-

of skill.
  The letter at the initial stage is, first of all, a motor (motor) act. And for the automation of skill, many need more time than the school curriculum gives. Such children often do not have time to write at the same pace with the whole class.

The main areas of work for

correction letter skipping.

- develop syllable and sound letter

analysis
  If we analyze the missing letters, we will see what is most often skipped.
VOICE
. Children often consider them part of the consonant. Therefore, it is very important to teach the child to allocate primarily vowel sounds.

Exercises.

"Counting syllables and sounds in a word"
  Ask the child to say a word according to the syllables; then highlight the vowel in each syllable. Then name all the vowels in order. Then we sequentially list all the sounds of the word, since consonants are also skipped (for such work, it is better to take words without soft consonants (without iotatirovannye vowels), so that there is no confusion when the number of sounds and letters do not match). This is all we do verbally, better through the digital series. We move in order from simpler to more complex: - monosyllabic words such as poppy, house, bush; - disyllabic words such as mom, moon, map, sail, dragon;
1 2 3 4 5 6 7 8 9 10

Trisyllabic words such as sleeves, cabbage, rock-climber, hunting; - four-syllable words, such as sundresses, crocodiles, drums, etc. For schoolchildren of 2nd, 3rd grades, it is important that there are no pauses when enumerating sounds, in which they can mentally return to the beginning of a word, trying again to isolate each sound. This means that this skill is not yet sufficiently formed.
  Schoolboy writes the word
wolf
  without letter
ABOUT
  or
L
however, he perfectly knows the image of this word and then laughs when he sees his mistake. Here the error is not tied to a specific letter, or sound, or rule. So what will be
an object
  to solve this problem? Compare word
WOLF
  with writing results
WLK
and
Wok
.
The difference is not in

letters, but in their quantity.
  Therefore, the object for the task must be taken -
number of letters
  in word and create
exercises under this parameter.

2. “Name the sound sequence number”
  You can ask two kinds of questions: - What is the sound of the "t" in the word rink? - Name the third sound in the word rink. To complicate the task, you can ask such questions: - What sound comes after the sound "a" in the word rink? - What is the sound coming before the sound “o” in the word rink? - What sound goes between the sound "a" and the sound "o" in the word rink?

Game "Hockey account".
  Rules. The facilitator calls the word, for example
"KATER",
and the player calls the number of letters in each syllable in the form of an account -
2:3
. The response time is -5 seconds for words up to 6 letters and not more than 10 seconds for others. Examples
SPIDERS - 2: 1: 2, TABLE - 4: 0,

CAMEL - 3: 4; SCHOOL - 5: 3
.

The game "PP" - written -

printed.

Rule
. A letter is declared that must be written in printed form in dictated words. For example, the letter E is declared and the word WIND is dictated. It should be recorded by the player like this: eater.

3. "Schemes of words"
  - we lay out sound schemes of the word with the help of red, blue and green squares; - we select words to the given scheme
4. "We write letters in different colors"
  You can use methods such as: write only vowels; write vowels red pen; writing words with three pens (vowels - red, hard consonants - blue, soft consonants - green).

- develop attention
  1. The table of numbers "method Schulte." It is necessary to find and name the numbers in order from 1 to 25. Various options are offered.
1. The table of numbers "method Schulte."
  It is necessary to find and name the numbers in order from 1 to 25. Various options are offered. 2 13 1 8 20 17 6 ​​25 7 11 22 18 3 15 19 10 5 12 24 16 14 23 4 9 21

3. "Find the letters (words)" Option "proof

samples
  It is proposed to find the given letters or words among the extra letters. For example: - Underline all the letters "a" and cross out all the letters "o"; - Find the words and underline the words meaning
items
- one line, the words for
action items
- two features.
Gchrugyfchaynykssshppgshshkykipetziyo

г в щ сы лот;
  - reading and writing glued sentences (without using extra letters); - reading and writing glued sentences (using extra letters).

4. "Spell the letters"
  It is proposed to write off a number of randomly standing letters.
NSCHAKTZHVHI

5. “Reading with

alphabet "
  - Guess the words by replacing each letter with another, the one that stands after the written letter. For example:
LOTH - FLY
  You can use the previous letter.

6. "Coding"
  - Encrypt words (
bridge - 2894
) - Unscramble the words (
23458 - metro
) Given the key:
M E T R A L O S

2 3 4 5 6 7 8 9

7. “Reading and writing words and

sentences recorded or

pronounced the opposite
  The difficulty is gradually increasing.

8. “Find a mistake”
  This task is better to use on
the last stages
correction process. It is also desirable to change the type of activity every 10-15 minutes, since concentration of attention falls, give the child a rest, move around and engage in no more than an hour.

- to train in skill

reproduce words with complex

syllable structure
  - start with simpler syllable words; - slam, walk, jump, etc. words by syllables; - repeat the word "difficult" many times. For example: "Say the word to every finger"; - Speak the word in phrases, sentences with an increase in voice load and speed. For example: “Count astronauts” (One cosmonaut, two astronauts, .... five cosmonauts, ...)

- develop the skill of self-control

It is necessary to teach the student carefully each

check your work once. Often when checking

written children see only the general image of the word,

knowing it in advance, therefore such * small details * as

the absence of one letter is not noticed.

You can use an opaque ruler,

close her word and open gradually, reading

by syllables.

You can check the written word, noting

pencil every vowel.

It is important that the check has become a habit.

The most important thing is to understand that every child

individual in his development and abilities, and

therefore, it is necessary to look for appropriate approaches.

Predisposition
to dysgraphia
  is determined at the age of 4–5 years. Identification of existing, hidden or overt dysgraphia is possible at any age.
Discography
  can be adjusted by special exercises in reading and writing. Completely eliminate
dysgraphia
  quite difficult, but it does not mean that you do not need to work on it.

Reasons and ways to eliminate the omission of letters when writing.

One of the main problems of spelling is the omission of letters. The question arises: why does the student miss the letters? In each particular case, the reasons are different, but there are three main ones:

1) The child first hears this word, and never once met it written.

2) Insufficient development of phonemic perception, skills of language analysis and synthesis.

3) Insufficient formation of self-control skills when writing words. Most often, children miss the vowels, consonants at concourse, do not finish the end of the word.

Gaming techniques and tasks aimed at overcoming the missing letters when writing.

Tasks to clarify the meaning of words.

1) Repeat the words. Explain their meaning.

dried apricots

twilight pirates

slalom panama

marina speaker

In case of difficulty, you can choose from a series of pictures the one that will help explain this word. You can play with these words by changing their number and case.

2) There are two words between which there is a connection. Read the words in pairs, try to remember them. Then the second word in each pair is removed. Focusing on the first word, write down or name the second.

Fish - halibut

Flower - Primula

Rocket - cosmonaut

Sea - Scuba Diver

Tasks contributing to the development of phonemic perception, skills of language analysis and synthesis.

1) Game "One or Two"

The teacher calls the sounds, the child shows on the fingers or records with a number how many sounds he made (pa, l, v, z, etc.). On the contrary, the teacher chokes the number of sounds, and the child calls the sounds with the specified number.

2) Game "Beginning, middle, end"

In children, the strips are divided into three parts, and a circle. Determine the place of a given sound in a word, put a circle on the corresponding part.

3) The game "Place the sound in the word"

Determine by ear and record with a digit, what is the called sound?

4) "Mysterious transformation".
Instructions for the child: “You are a magician. Now you will transform sounds. Listen to the syllables and change (transform) the sound "o" to the sound "and".

5)   The game with throwing the ball.

Catch the ball and throw the ball
How many sounds, call it.

The teacher throws the ball, calls the word. The child who caught the ball determines the sequence of sounds in the word and names their number.

6) The selection of sounds from the words by ear. Making words from selected sounds.

Words are pronounced in order and called the number of the sound you want to select. Sounds are remembered, a word is made up of them.
Example:
Hat - 4 sound,
Carriage - 4 sound
Care - 5 sound,
Carousel - 4 sound,
Peas - 5 sound.
  It turned out the word - cock.

7) The game "Turning words"

How to turn a helmet into paint, foam into a pencil case, a floor into an injection, a cat into a baby, Asya into Vasya, etc.

8) A letter with pronouncing.

Starting from the 1st grade, teach the child to correctly write down the word, determining the number of sounds spoken - a separate sound or a fusion of sounds. For example, a mole.

What do we pronounce first? (k) How many sounds? So the letter is one letter. What do we pronounce then? (po) How many sounds? So the letter is two letters. Such an exercise is useful until the period of passage of iotated vowels.

9) Game "Count the letters"

Call the letters by number. Two words dictate: mole, elephant. The second beech, 4 letter, etc. Words can be from 2-4, letters in words from 3-7. Such a task forms the ability to see mentally and “write” words, memorize words, concentrate attention, and retain the letter structure of the word in the head.

10) The game "Sound clothes pick up the letter suit."

11) Game “Check-ka”

Check whether the words are spelled correctly with letters

[thunder] - thunder, [shl "ana] - shyapa, [rusk"] - rusk.

12) To invent and name syllables consisting of one sound, two sounds, three sounds, etc.

13) Write syllables in three columns that correspond to the schemes. (Consonant + vowel), (two consonants + vowel), (three consonants + vowel)

14) “Keep the word secret”.
The instruction to the child: “I speak words, and you repeat after me all words, except words from two syllables. These words (of two syllables) are our secret. You do not repeat them. "
The main thing in this exercise for a long time in the process of work is to keep the rule in memory.
When a child is good at one rule, use two rules at the same time.
For example, you cannot repeat words of two syllables and words that begin with a vowel.
Rules can be any. This game can be used by practicing material on any school subject. You can play anywhere, at home, in transport, on the street, on your way to school.

15) Of the listed words, write only those that consist of a certain number of syllables (for example, vocabulary words)

16) The Game "the most vigilant"

What letter is superfluous in a word, what syllable is superfluous in a word?

Tasks for the development of skills of self-control.

one) " Magic dictation "

a) words are written not in letters, but in lines. Each dash letter. Fox----

b) write words in lines, but with an indication of vowels or consonants. Fox-and-a (l-s-)

c) write the words in lines, spelling endings (suffixes). Fox --- a, healthy ------ th, grass ---- to-.

2) Write down only vowels from the words:

Write only initial shock vowels. games (i), echo (e), duck (y).

Dictation of monosyllabic words where vowels are written the same way as they sound:

house (o), cancer (a), smoke (s).

Dictation of two-syllable words in “spelling” pronunciation and checking of an unstressed vowel: sugar (aa), flour (ya), at home (oh).

Writing vocabulary words: the cow (oh-oh-oh), the forty (oh-oh-oh), the crow (oh-oh-oh).

3) "The most vigilant"

edaphosaurus

edofozavr

edaphosaurus

food phosphorus

edaphosaurus

edafazzavr

edaphosaurus

etafosaurus

4) The game "Fly". Reading words by table:

Copy this table and print it.
Ask your child to read the encrypted words on the table, following the instructions:
Find the letter C;
Right, up - letter,
Up, up - letter,
Down, right, up - the letter.
The game will bring more benefits if the child follows the table with his eyes, rather than driving his finger.

5) “Can you do two things at once?”
Instructions to the child: "Read the text silently, and say every second word out loud."
Other tasks can be given: “Speak out loud every last word in a sentence” or “Speak out loud only those words where there is a letter“ k ”.

6) Reading words using the alphabet:
Guess the words by replacing each letter with another, the one that stands in the alphabet after the written letter.
  Agree with the child that after the "I" again goes "a".

Example: LATF
After L - M, after T - Y, after F - X, after I - A.
It turned out the word FLY.
You can change the task, replacing the written letter is not the next, but the previous letter.

Example: LOWER
Before L - K, before H - O, before F - W, before I - A.
Turned out the word goat.
  Using these and similar exercises, you can significantly reduce the number of errors in the skip letters, as well as work out some grammar skillssuch as syllable division, stress setting, vowels and consonant sounds and letters,

This is a fairly common problem for elementary and even middle school students. TRIZ-teacher Sergey Efremov tells about how to solve it.

A lot of articles have been written and a lot of exercises have been developed on combating letter skipping. There are two reasons for such errors:

- Speech therapy.

- Lack of attention and self-control when writing.

When working with students, I watched this moment. In the first classes, the logopedic reason prevails - difficulties with the pronunciation and perception of certain sounds, dysgraphia in writing letters and words. Starting from the second class, the first reason goes into the background, and the percentage of children with decreased attention and self-control increases sharply. And the letters begin to skip the "non-clinician" students. Recommendations and exercises on the repeated rewriting and verification of large texts and assignments only aggravate the problem and develop an aversion to written work, leading to conflicts in the family with homework.

So, task number 1. Determine the reasons for missing a letter from a particular child.

Factors: speech therapy, attention, self-control.

Identifying speech therapy errors is not difficult. A schoolboy confuses similar sounds or skips letters with inaudible or double sounds. Most often with the letter Y.

It is very difficult to determine the level of attention and self-control by the type of error. Therefore, we reformulate the problem.

Create an exercise in which only one factor will work: either attention or self-control.

At first glance, this is the same thing, but let's see how these factors are realized. Attention is turned on through sight, information about what is written goes to the brain, and the person controls already written. But we need self-control over what else not written.Therefore, it is necessary to remove from this pair the attention that comes through sight.

Decision. A game "Dead Man's Silence." Write words or sentences with closed eyes.

Conditions. On a clean sheet of A4 format, we write three times in 5 words or 3 sentences in 5 words. Words of four to eight letters. The speed is slow, but quickly and fail.

Evaluation. Do not evaluate the flatness of the line, the gap between words, the gap of words or overlap after the letters with the upper end: b, e, b, o, y, e, b, b, y  Do not pay attention to spelling errors on ignorance of the rules or vocabulary words. As a rule, non-clinopedic children with good self-control of letter passes almost do not happen. There may be incomplete letters w, u, m, t  and their connections with letters from hooks and, l, c.

Self-control is weak if the number of errors is greater than in similar sentences written under the dictation with open eyes. You can also determine the fatigue (the duration of the self-control) of continuous writing when comparing the writing of the initial words and the final ones.

Let's sum up the intermediate result.

If the reason for the omission of letters is speech therapy, then there are errors in specific sounds and places of words. Exercises to eliminate this problem a lot. They are aimed at the development of phonetic hearing.

Problems with attention are expressed, as a rule, in errors when copying texts. The brain is already receiving the wrong information. This factor can be eliminated if you write texts from dictation or your own invented words and sentences.

Let's analyze the factor of self-control and how to develop this quality. On the Internet, I found many exercises aimed at shaping the image of the word: “Store”, “Body”, “Old Russian letter”, “Word chains”, “Accountant”, etc. Of course, these are good games that improve spelling, but are they suitable? to our problem - letter skipping?

Let's look at the objects to which these games are directed. These are the words and letters of which they are composed. Now let's take a concrete example: the student writes the word wolf without the letter O or L, while he knows the image of this word perfectly well and then laughs when he sees his mistake. Here the error is not tied to a specific letter or sound, or rule. So what will be an objectto solve this problem?

Compare the word WOLF with the results of writing WLK and wok. The difference is not in letters, but in their number. Therefore, the object for the task must be taken number of lettersin the word and create exercises under this parameter.

Task number 2. Come up with an exercise game in which the result will be the correct number of letters in a word.We toughen the requirement, given the dislike of schoolchildren to the letter: the game should be without writing words.

Decision:conditional name game   "Hockey account".

rules. The leader calls the word, for example, "WIND", and the player names the number of letters in each syllable in the form of an account - 2: 3. The response time is 5 seconds for words up to 6 letters and no more than 10 seconds for others.

SPIDERS - 2: 1: 2, TABLE - 4: 0, CAMEL - 3: 4, SCHOOLCHILDREN - 5: 3.

Enter a win condition for a match, for example, up to 5 or 10 wins or losses.

The division into syllables do in the gap between consonants. For example, KOSH-KA, and not KO-SHKA.

The player can record his account to check it on the hidden word.

Possible problem . The child does not know how to divide words into syllables.

Decision. Before the game, pronounce and knock other words by syllables. To train in the game " Surgeon".Rules:

Pencil divide text words from books or a dictionary in vertical lines between the syllables, as if making surgical incisions.

Perform operations with at least 30 words. You can do this in the homework tutorial.

To consolidate this skill, use the in-game “ brakes "when doing homework. "BRAKES" are included for the hand after each syllable in the recorded word. At the end of each syllable, the student must tear the pen off the paper for a short time. A good result if he can make all the stops in 5 words in a row without losing the total speed of writing over 15%.

And about one problem on self-control and representation of the image of the word. The student's hand does not keep up with the mental representation of a given word, and the word itself in its head has a blurred image on the location of the letters, and even attention does not focus on the current letter.

To some extent, the “Old Russian Letter” exercise game is suitable for solving this problem, where attention concentration and self-control are developed due to replacements  letters on the dash. The downside is that only vowels are required to replace, and the fact that these letters are not written.

Formulate a contradiction: “Letters must be replaced to eliminate the possibility of a pass, but they must be written so that the image of the word is preserved.”

Decision. Replacement of letters is made with the written on the printed and not only vowels.

A game "PP"  - written - printed.

Rule. A letter is declared that must be written in printed form in dictated words. For example, the letter is declared Eand is dictated by the word WIND. It should be written by the player like this: atE tE r.

Loss is counted even if the connection went from the previous letters. In our case, from the letters at and t.   Between the named letter there must be openings with adjacent letters.

The game is divided by difficulty and levels. The complexity is determined by the number of words and the number of letters given. The number of words is not more than five. They can be dictated by one sentence. The number of letters is not more than three.

For example, the task of the second difficulty. The letters are declared: A and K, and the sentence is dictated: “The jackal ate shashlik”. Must be written: " shAKA lTO ushBUT l wBUT shlyTO ».

Levels or leagues (second league, first and highest) are determined by the location of the required letter.

The second league is when the declared letter is printed. This is the previous example.

The first league is when letters are printed before the declared one. For example, for our proposal about the jackal and the declared letter TO  should be written: " shBUT kaL   ate shashlS to".

Major league is when letters are printed one by one before the declaration. For our example and the letter K, it should be written: Sh akBUT lto ushbut l wbut shL yk ".

The first and higher leagues make it necessary to represent the locations of the letters in advance, which concentrates attention and enhances self-control.

So, to solve the “Letter Pass” problem, a set of games in a sequence is proposed.

"Dead Man's Bluff", "Surgeon", "Hockey Score", "Brakes", "PP".

From the experience of working with difficult children for 20 years, I can say that this problem is resolved after playing "blind man's buff", "surgeon" and "hockey score" in 90% of schoolchildren. Rarely had to use "Brakes", and the game "PP" is interesting for both children and adults, if they play together.

Successes you parents and teachers!

   Missing letters in words

One of the main problems of spelling is the inexplicable omission of letters in words. Usually in such cases a dialogue takes place between the child and the teacher (parent): "Did this write your hand?" - "Yes". - "Eyes see?" - "Yes". - "Then read what you got!" The child grabs the handle and, with a smile, inserts the letter he missed, distorting the word beyond recognition. It hurts everybody when the score is lowered due to such silly mistakes! Why does the student miss the letters? Is it inexplicable?

In each case of missing letters, the reasons are different, but, in general, the answer is one: the child has not formed or undeformed the image of the word.  What is hidden under this definition?

The image of the word is an essential component of the sense of language necessary for full knowledge of the language. This is the unity of phonemic (as it sounds), semantic (what it means), grammatical (what grammatical elements it consists of and what family of single-root words it includes) and graphic (as spelled) nature of the word. Ideally, before writing, the child should be aware of the word in all these parameters.
   Hence, the omission of letters may occur primarily for the following reasons:

The child hears the word for the first time;
   - the child has heard the word before, but does not know what it means;
   - the child knows the meaning of the word, but never once met the word written.

Sometimes the child continues to skip letters even in well-known words, which he wrote repeatedly, or even every day, for example, in the word “exercise”. Then, probably, we deal with such reasons:

The child does not have enough attention to catch the difference from the sample in the wrongly written word;
   - the child has such a rich imagination that, hearing a word, immediately represents the object or concept he calls, and not the symbolic designation of this object or concept by letters.

In this article, we offer exercises that form the image of a word. These simple and exciting games and tasks will help solve the problem of missing letters caused by various reasons.

"Score"

We select pictures of certain objects or animals, for example, a watermelon and a mouse, and then "sell" them, "advertising" for each letter:

but   - fragrant; m   - small;
r   - ruby; s   - sys !;
b   - big; sh   - rustles;
at   - roll back home !; s   - soft fur coat
s   - ringing;

This exercise is appropriate to carry out not only when the semantic image of the word is not formed, the letters are missing, but also when the child is underdeveloped.

"Body"

Task: to collect kuzovok. You can put in kuzovok all words that end in -OK: mushroom oKeye oKa tooth oK, present oK, boards oKhook oKclub oK, deputy oKveins oKuten oKflag oKcircle oK... It is possible by analogy to collect a basket, box, box, package ... Accordingly, then we will collect words on -in, -ka, -ik   and no. We usually start this game with such phrases: "We are going to the woods, we are filling our kuzovok!"; "Here is a basket in front of us, it goes there ..." (picture, ballerina, raspberry); "Here is the box, look what is there?" (boat, beard, skillet); "Here is the box, rather, put it there ..." (ball, casket, boy); "Here is a big-big package. Put it in ..." (stool, ticket, ballet).

The results are especially noticeable if the child does not record words during the game, but only says them. The task is aimed at a clear understanding of the sound and grammatical structure of the word: stress, division into syllables, typical suffixes and endings.

   "Old Russian letter"

The leader dictates the words that the child writes only consonants, denoting vowels by a dash. With such an entry, the sentence "Brave Misha runs from the mouse" will look like this:

Tv_zhn_y M_sh_ b_zh_t _t m_sh_.

Immediately, we propose to write down the same sentence only by vowels, putting a dash in the place of the consonants:

O_ _a_ _y _i_a _e_i_ o_ _ s_i.

We draw conclusions, which sentence is easier to read, we catch the role of consonants in the Russian letter. When performing this exercise, the switching mechanism, the selectivity in writing, is worked out. After some time, children only write whole texts as consonants, and an indicator of their mastery is time in seconds and the absence of blots. But we advise you to begin to work out the "Old Russian" letter with individual short words, gradually complicating the material.

   "Unsuccessful robot"

Before starting work, we assign roles. A child becomes a robot, an adult becomes a designer. The robot is programmed in such a way that it does not write the words completely, but reproduces some specific part, noting the missing lines. The designer "tests" the robot, dictating words to it. When choosing a material and method of recording, the teacher should proceed from the existing problem: if the student does not finish the end of the word, then let him write down only the last two letters, respectively, when skipping letters in the middle of a word, only two middle letters. For example, the word Monday might look like this:

By_ _ _ _ _ _ _ _ _
   _ _ _ _ de _ _ _ _ _
   _ _ _ _ _ _ _ _ _

Exercise helps to get rid of the underwriting of letters at the end of a word or from missing letters and syllables inside a word.

"Magic dictation"

In this exercise, children are attracted to the fact that the dictation is written without a single word and without a single letter. Before we begin, we enter our characters, for example, we agree that the words with the letter "c" are denoted as "+", the words with the vowel "e" - "!", And all the others - "/".

So, the sentence "We look at the flocks of birds in the sky" looks like this:

/ + / / + / !

Note: words should be chosen so that they do not have two letters at once, for words with which characters are entered.

With the help of this exercise we eliminate dysgraphic manifestations, develop attention, phonemic hearing, ability to concentrate and hold mental images.

"Word Ball"

The exercise was born from a well-known and popular children's game, when one player says a word, and the second must continue, calling the word to the last letter of the sounded word: bus with - withfishing about - aboutbut we modified this sentence: first, we really use the ball, throwing it along with the word to the enemy, and second, we call the words not only on the last but also on the penultimate letter, on the second, on the third from the end etc. An exercise is universal: it can be played both together and as a group, throwing the ball either in a circle or in disarray, as you like. Such a game in a fascinating form allows children to quickly develop the ability to represent the graphic expression of a word, and the switching mechanism is worked out.

Verbal chains

During the game, chains of words are composed so that the first syllable of the next word repeats the last syllable of the previous one, for example: ar buz - buzand on - to the genus -genus nick - nickfir tree, etc. The one who calls the word last wins. You can play both verbally and in writing, that is, you can simply call the words one by one, or you can write them on a piece of paper. You can play with teams, then the winner is the team whose chain was longer.

"Accountant"

The teacher calls the words with the same number of letters. The child mentally represents these words written in a column. While holding the presentation in his head, he should name the letter determined by the account in all the words. For example, the teacher says: "Smoke, the meadow is the second letter."

Children represent their writing in a column and call those letters that go in words second: "s", "y". If the teacher asked to name the third letter, the child would call the letters "m" and "g". The number of words can be from 2 to 4, letters in words - from 3 to 7. Such a task forms the ability to see and prescribe words in words, to memorize their image, to concentrate attention, to keep the letter structure of the word in memory.

"Hangman, or" Balda ""

This famous old game is extremely exciting and useful. We remind the rules of the game: one player makes a word, indicating what area it is from (fruit, transport, furniture), and denotes its first and last letters, and replaces the missing letters between them with dashes. For example, the word "orange" would look like this: a _ _ _ _ _ _ n.

Another player calls any letters, trying to guess the missing ones. The correctly named letter falls into place, and the incorrectly named one turns into elements of the gallows, or into the letters of the word "noodle." The game is terminated if the word is guessed, as well as if the gallows is built or the word "noodle" is composed.

If this happens, the second player is defeated, if he managed to guess the word - victory. When playing with an adult, a child must guess words and guess them.

"Matryoshka"

The game can take part from 2 to 10 people. The game will require 10 large cards (size 10x18 cm), each of which contains 10 words (in two columns), 100 small cards (size 1.5 x 8 cm) with words that are part of the words from the large cards.

Before the start of the game, each player chooses a big card or several big cards for himself, if there are less than 10 players. Then a "talker" is selected who takes all the small cards for himself. He slowly reads the words written on them. If the spoken word is in the composition of the words on someone else's card, the player shouts: "Mine!" - and closes the word with a small card to a large one. Wins the one who quickly closes all the words on the big card. Examples of words on a big card: g the Rose, P about sat downoh kras willowme, to wasp, P meadowelek threehonor royka christmas treehornbeam hedgehogcon mustache.

Examples of relevant words on small cards: rose, donkey, willow, wasp, meadow, three, swarm, tree, hedgehog, mustache.

The game forms the image of the word, expands vocabulary, develops visual memory.

Note: in a simplified form, this exercise may look as follows. Write (type) complex words on paper and have the child find all the short words in their composition.

The specificity of the proposed methods and techniques is that their application is possible at any level of the child’s language development, when working in the classroom and at home, when studying with groups and individually. Their use has proven effective for eliminating elements of dysgraphia: with the constant omission of letters, their underwriting, rearrangement of letters and syllables, in general, in cases where parents and teachers talk about "stupid" mistakes.