RU2206923C1 - Method for teaching child to write and read, preventing and correcting speech disorders - Google Patents

Abstract

FIELD: teaching children who have speech disorders. SUBSTANCE: method includes four stages. during first stage child watches hand-written text on viewport that corresponds to speech. During second stage text is written by filling in free area between letter rows using written text that consists of letters and has vacant space between rows as stencil. During third stage text is copied on transparent medium combined with mentioned written text using written text as reference point. During fourth stage written text is record on record medium. Written text may be poetry or prose. EFFECT: provision for teaching children deprived of writing or reading practice and for preventing and correcting speech disorders. 9 cl, 5 dwg, 2 ex

Description

 The invention relates to teaching methods and can be used in teaching children to read and write.

 A known method of teaching a child to read and write, prevention and correction of speech therapy disorders, including the use of demonstration tools with handwritten images of letters and a child recording an image on a medium while monitoring the child's trajectory of writing medium - patent of the Russian Federation 2168772, cl. G 09 B 17/00, 2001.

 A similar method according to the patent of the Russian Federation 2120314, cl. A 61 M 21/00, 1998.

 However, these known methods provide for working with children who have mastered the first stages of learning to write and read, and who already show that they have speech therapies.

 The objective of the invention is to teach writing and reading to children deprived of writing and reading skills, preventing them from forming speech therapy disorders and correcting existing violations.

 The indicated technical result is achieved due to the fact that the teaching method, including writing a text by a child on a medium using demonstration and writing means, consists of four stages, at the first of which the child monitors the handwritten text corresponding to the sounding text formed on the demonstration means, at the second stage, using a handwritten text made of letters with free space between the lines forming the letters as a stencil, the text is written by neniya free space between the lines of letters. At the third stage, the text is copied on transparent, combined with handwritten text, using it as a graphic reference point, and at the fourth stage, handwritten text is written on the recording medium.

 The letters in the words of the handwriting used in the initial - first and second stages are separated by gaps, and the letters in the words of the handwriting used in the next - third and fourth stages are interconnected.

 Handwritten texts are represented by fiction or poetry.

 It is recommended that at the first stage, the child follow the handwritten text by moving a finger on it.

 The used sounding text is either read out or its sound recording is used.

 At the second and third stages, the correctness of the trajectory of movement of the writing medium by the child on the recording medium is carried out.

 It is advisable to combine handwritten texts with drawings that the child paints or draws around the contours with a writing medium, and it is recommended that the drawings are made in the form of repeating negative and / or positive elements of the ornament and are periodically repeated.

 Figure 1 presents a handwritten text for the first stage of training, having an ornament in the fields, made of negative and positive elements; in FIG. 2 - handwritten text made by "transparent" letters with free space between the lines forming the letters; figure 3 - handwritten text that the child uses in the third stage, transferring it to a transparent medium - tracing paper; figure 4 is the text that the child writes off to the recording medium in the fourth stage of training; figure 5 - letters with signs indicating the correct trajectory of the writing medium when writing letters.

 Techniques and used technical tools make it easier for a child to overcome a serious barrier in mastering the reading process, prevent a child from developing a serious illness - speech therapy disorders, and help to eliminate this disease if it has already formed.

 The following are examples illustrating the learning method.

 Example 1. Preschoolers aged 4-6 years old were offered a textbook for classes in order to teach them to write and read in their native language. The manual consisted of handwritten texts executed in calligraphy. Words in the texts were formed by letters separated by gaps, which facilitated the child's perception of the text in the first stages of learning. Studying with adults, children, not yet knowing the letters and not knowing how to read, caught the rhythm of reading the text, noted for themselves pauses in the adult's voice between the words. The texts were familiar to the children. Mostly these were the tales of A.S. Pushkin, poems by K. Ya. Chukovsky, many of which children knew by heart. During classes, while listening to an adult reading, the children would drag a finger along the text, intuitively distinguishing individual words by the intonation of the adult reading the text. A beautiful handwritten text accustomed the consciousness of children to the beauty of the written. The child psychologically prepared for the future beautiful writing. Gradually, the children learned to accurately determine the completion of each word in the text and the beginning of the next word. Between classes, the children painted pictures placed on the left and right margins of each page of the manual. At first, each child painted them ineptly, but gradually learned not to go beyond the contours of the drawing. Then the child gradually learned to draw around the outline of the drawing, which developed the fine motor skills of his hand. Periodic repetition of the same pattern clearly demonstrated the success of the child, who more and more correctly, more confidently outlined the contours of the picture.

 After the children successfully mastered the ability to track the correspondence of the handwritten text to the sounding voice of an adult, they proceeded to the second stage of education. He was offered other teaching aids - handwritten texts executed in calligraphic "transparent" letters. Children with pleasure drove a colored felt-tip pen along free lines contoured by thin lines. Adults controlled the correct trajectory of the felt-tip pen in “transparent” letters, prompted the children, explained, sequentially, slowly described aloud the verbally correct trajectory of the writing medium aloud.

 After successfully mastering the child’s filling of empty spaces in “transparent” letters, he with interest and pleasure proceeded to the third stage of education. By this time he had already memorized many letters and even “recognized” some words. At the third stage, the children were asked to overlay a sheet of tracing paper on a sheet with handwritten text. Adults helped children securely fasten these two sheets. Under the control of an adult, resembling the correct trajectories of the writing medium, the child "redrawed" the letters on the tracing paper. His hand has already gone through a long training session. He more and more confidently outlined the contours of letters, memorized an increasing number of letters and "recognized" an increasing number of words that he copied from handwritten text to tracing paper. The text played for him the role of a "graphic landmark." It should be emphasized that at this stage in the development of the child’s writing skills, it is recommended to use a “graphic guide” printed in a different color than the color of the writing medium used by the child, which creates better conditions for the child to automatically correct his mistakes.

 After completing classes in the third stage, children easily switched to writing off handwritten texts. Looking at the handwritten words depicted, the child already reads them easily and confidently writes them into a notebook. In the previous three stages of classes, the child got used to the beautiful image of words. The image of a beautiful letter has entrenched in his mind. Classes with an adult secured the correct paths for writing letters in his mind. The child copied the text more confidently, reproduced the letters correctly and beautifully. It is important to note that all children who were taught reading and writing using the techniques of the present invention never showed signs of dysgraphia in their further studies.

 Example 2. With a group of students in grades 1-3 of a secondary school (18 people) who showed signs of dysgraphia, 4 classes were conducted according to the method of Example 1. Since the children already had writing and reading skills, all 4 stages of classes were shortened by time. Pupils enjoyed attending classes and willingly performed the exercises they offered. Gradually, the correction of handwriting was observed in children. After the completion of the four stages of classes, none of the trained students showed signs of dysgraphia.

 Thus, teaching children the method according to the invention forms a beautiful handwriting in children, allows them to successfully master writing and reading skills, prevent the development of speech therapy disorders and correct their speech therapy disorders.

Claims (9)

 1. A method of teaching a child to read and write, prevention and correction of speech therapy disorders, including writing a text by a child on a medium using demonstration and writing means, characterized in that it consists of four stages, in the first of which the child tracks the sound generated on the demonstration means handwritten text, in the second stage, using handwritten text as a stencil made of letters with free space between the lines forming the letters We write the text by filling in the free space between the lines of letters, at the third stage copy the text on a transparent medium, combined with the handwritten text, using it as a graphic reference, and at the fourth stage write the handwritten text on the recording medium.  2. The method according to claim 1, characterized in that the letters in the words of the handwritten text in the first and second stages are separated by gaps, and in the third and fourth stages are interconnected.  3. The method according to p. 1 or 2, characterized in that as a handwritten text use fiction or prose.  4. The method according to any one of claims 1 to 3, characterized in that at the first stage the child monitors the text by moving the finger on the handwritten text in accordance with the sounding text.  5. The method according to any one of claims 1 to 4, characterized in that in the second and third stages, control is carried out for the correct trajectory of the child moving the writing medium on the recording medium.  6. The method according to any one of claims 1 to 5, characterized in that the handwritten texts are communicated with the drawings, which the child paints or draws around the contours with writing means.  7. The method according to claim 6, characterized in that the drawings are performed in the form of repeating negative and / or positive elements of the ornament.  8. The method according to any one of claims 1 to 7, characterized in that the drawings on the demonstration tools are periodically repeated.  9. The method according to claim 1, characterized in that the scoring of the text is carried out by reading it or using the phonorecording.

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