scholarly journals The specifics of language analysis and synthesis in primary school children with dysgraphy

2021 ◽  
Author(s):  
Arina V. Efimova ◽  
Keyword(s):  
Experimental Data ◽  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Primary School Children ◽  
Language Analysis ◽  
Analysis And Synthesis ◽  
Mental Operations

This article discusses the features of language analysis and synthesis in primary school children with dysgraphy, which allow us to get an idea of the degree of formation of the operations of language analysis and synthesis and writing, which can later be used as the basis for the analysis of the existing violations of writing in children. As a result of the analysis of experimental data, several groups of children with writing disorders were identified. The data revealed in the course of the study allow us to expand the understanding of the features of mental operations and language analysis and synthesis skills in primary school children and to increase the effectiveness of correctional speech therapy.

scholarly journals Interactive game as a means of preventing dysgraphy in primary school children with mental retardation

2021 ◽  
Author(s):  
Ekaterina V. Usenkova ◽  
◽  
Alina S. Yakovleva ◽  
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Primary School Children ◽  
School Age ◽  
Interactive Game ◽  
Important Link ◽  
Primary School Age ◽  
Interactive Play

The relevance of the chosen topic is due to the fact that currently writing disorders are one of the most common speech pathologies in children, especially in children with mental retardation. The leading activity in primary school age in children with mental retardation is play, so interactive play can become a leading method in the prevention of dysgraphy. Prevention of dysgraphy is an important link for determining the content of speech therapy work to prepare children of this category to learn to read and write.

scholarly journals Speech behavior of bilingual primary school children in a multinational region

2021 ◽  
Vol 103 ◽  
pp. 01047
Author(s):  
Nonna N. Murovanaya ◽  
Yulia Y. Kurbangalieva ◽  
Tatiana N. Korenyakina ◽  
Bella V. Rykova ◽  
Nailya I. Abdullaeva
Keyword(s):  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Russian Language ◽  
Primary School Children ◽  
Bilingual Children ◽  
Characteristic Type ◽  
New Information ◽  
The Republic

Historically, the Russian language has become a common means of communication in the Russian Federation. The Republic of Crimea is a place where the population is represented by a multinational community. At that, some areas are densely populated with a single nation, where children speak the Tatar language, that is, are essentially everyday bilinguals. The most characteristic type of bilingualism in Russia is the national Russian language, which is learned both through training and direct communication with the Russian-speaking population. Early everyday bilingualism is common when the assimilation of the native and Russian languages develops almost in parallel. The authors have received new information on the peculiarities of the acquisition of Russian and native Tatar languages in primary school children raised in a multilingual environment. It is proved that speech therapy examination of speech disorders in bilingual children should be conducted in two languages. The article presents developed recommendations for teaching bilingual children in a Russian-language school, depending on the degree of proficiency in Russian and the presence of speech disorders.

scholarly journals READING TEACHING WITH THE HELP OF SOUND GESTURES FOR PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENT DISORDERS

2019 ◽  
Vol 2 ◽  
pp. 114
Author(s):  
Daina Petrova
Keyword(s):  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Mental Development ◽  
Primary School Children ◽  
School Age Children ◽  
Didactic Material ◽  
Intensive Reading ◽  
Primary School Age ◽  
Reading Teaching

The native language, its skills, understanding and sense are important to every member of society, it puts thinking, communicating, and text creating into order, and it indicates to educatedness. Literacy as a key skill in everyday life is essential for acquiring and implementing the nowadays’ life skills.There are situations where pupils have not yet acquired reading skills for several years, and the issue becomes topical on how to teach to read in their age and form group, and at different levels of psychological development. One of the options is to start intensive reading learning with the help of sound gestures, where each sound or letter is represented by a gesture. This approach allows pupils starting to read and understand what they read.The purpose of the study is to research the literature on reading learning possibilities and to develop didactic materials for reading teaching with the help of sound gestures for the primary school children with mental development disorders.Study methods: literature analysis, document study, observations, questionnaire, data collection and statistical processing.Based on theoretical knowledge and analysis of literature, the author of the paper has developed didactic materials for reading teaching with the help of the sound gestures for the primary school children with mental development disabilities. Taking into account the principles of special pedagogy and speech therapy, the process of reading teaching with the help of sound gestures focuses on the difficulty levels during reading, deliberate avoidance of difficulties.The research includes the seven primary school children with mental development disorders and three teachers from the mentioned school, 30 respondents from different educational institutions.At the conclusion of the research, evaluating the effectiveness of the didactic material developed, it was concluded that it is possible to contribute to reading teaching through sound gestures for the primary school age children with mental development disorders.

scholarly journals Sound-syllabic structure of speech formation specificities of children with general underdevelopment of speech

2019 ◽  
pp. 58-62
Author(s):  
Anzhela Rashidovna Fomina ◽  
Emma Arslanovna Azhumarova
Keyword(s):  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Qualitative Description ◽  
Primary School Children ◽  
Syllabic Structure ◽  
Speech Motor ◽  
Speech Therapists

The article deals with the features of underdevelopment of speech of 1–4 level of preschool and primary school children in terms of the formation of sound-syllabic structure. The quantitative and qualitative description of characteristic errors and shortcomings in speech of children with General underdevelopment of speech (motor alalia, dysarthria, rhinolalia), the influence of insufficiency of mastering the sound-syllabic structure on the formation of writing is given. The authors rely on the results of modern research of scientists in the field of speech therapy: Titova T.A., Levina R. E., Filicheva T.B., Markova A.K., Usanova O.N.  Materials of the article can be used by speech therapists and teachers in the analysis and classification of identified speech disorders of children with underdevelopment of speech in the field of sound-syllabic structure.

scholarly journals Integrative Approach to the Formation of Regulatory Universal Curricular Activities in Primary School Children with Learning Difficulties

2014 ◽  
Vol 6 (4) ◽  
pp. 232-243
Author(s):  
S.V. Zaitsev ◽  
I.G. Moiseva
Keyword(s):  
Experimental Data ◽  
Primary School ◽  
Primary Education ◽  
State Standard ◽  
School Children ◽  
Learning Difficulties ◽  
Primary School Children ◽  
Integrative Approach ◽  
Pedagogical Methods

The introduction of a new state standard of primary education revealed the contradiction between the need to develop regulative universal educational actions in primary school children and the lack of specially developed psycho-pedagogical methods. We proposed a possible method: integrative approach to form regulatory universal educational actions characterized by integrity and informativity. It allows to provide the conditions for successful formation of regulatory universal educational actions in primary school children with learning difficulties. During the study, we obtained experimental data that confirm the efficiency in teaching the proposed integrative approach.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Pitch discrimination among primary school children.

1967 ◽  
Vol 58 (6, Pt.1) ◽  
pp. 315-318 ◽  
Author(s):  
Orpha K. Duell ◽  
Richard C. Anderson
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Pitch Discrimination
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