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Alexandra S. Tyurina 3rd year student of the faculty of preschool, primary and special education Belgorod State National Research University, Belgorod Scientific supervisor Alexander V. Markov senior lecturer Foreign languages department NRU BSU
Peculiarities of the formation of spelling skills in junior high school students with speech disorders
Abstract:The article presents the peculiarities of the formation of orthographic writing skills in younger students with speech disorders.
Key words: spelling skill, writing, sentence, spelling, students, speech disorders, words.
The problem of studying writing disorders in children nowadays is becoming more and more relevant. In recent decades, the number of children with writing disorders increases every year. These disorders are widespread not only among students in special correctional schools, but also in mass general education schools.
According to research by M.E. Khvattsev, the number of students with spelling disorders in the lower grades of mass schools was about 6%. Later, a number of authors published new information about the prevalence of this disorder. Thus, I.N. Sadovnikova pointed out that 10-12% of elementary school students have dysgraphic disorders.
In their works such authors as D.N. Bogoyavlensky,N.I. Zhinkin, M.R. Lvov, T.V. Ahutina, M.S. Soloveitchik, S. Savinov notethat the process of forming orthographic writing skills in elementary school children involves development of phonetically correct writing skills and formation of writing skills by the rule. Mastering writing as a type of speech activity requires a large number of operations. In the process of forming the spelling skill of writing in children of primary school age with normal speech development, the analysis of words, correlation of sound and letter gradually takes place. Children begin to perform motor-graphic actions, clearly observing spatial orientation. All of these operations are difficult for a child of primary school age with speech disorders.
R.E. Lalaeva, L.G. Paramonova, S.F. Spirova, S.B. Tumanova, A.V. Yastrebova, I.V. Prischepova, I.N. Sadovnikova, E.F. Sobotovich, R.E. Levina in their works note such features of formation of orthographic writing skills in elementary school children with speech disorders as the inability to allocate and determine lexical meaning, sound similarity and difference of morphemes within related words, the inability to determine how polysyllabic words are formed. These children are characterized by weak purposefulness of educational and practical activity, which is expressed in heightened distractibility and impulsiveness. Already at a meeting with the first orthographic tasks schoolchildren with speech disorders try to avoid volitional tension which does not allow them to find adequate ways of their decision. For example, when performing the task of determining the harmless vowel in the root (both on a phonetic and morphological basis) students resort to guessing. The answer is either the first syllable of the word, or the name (more often distorted) of the first consonant letter.
The above allows us to note that the lack of orthographic writing skills in elementary schoolchildren with speech disorders, manifested against the background of violations in the development of cognitive activity, is an important and urgent problem of modern speech therapy. Nowadays, there are some effective methods and techniques for forming orthographic writing skills in elementary schoolchildren with speech disorders which are developed by such researchers as A. N. Kornev, I. V. Prischepova, G. S. Sukhobskaya, O. I. Azova. This study is relevant, as now the search for effective methods and techniques for speech therapy work on the formation of orthographic writing skills in elementary school children with speech disorders continues.
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