Literary language - highest form national language and the basis of speech culture. It serves various areas human activity: politics, legislation, culture, verbal art, office work, interethnic communication, everyday communication.

Distinctive feature literary language is also the presence of two forms of speech utterance:
- oral speech,
- written language.

Their names indicate that oral speech is sound, and written speech is graphically fixed. This is their main difference.

The second difference is related to the time of emergence: oral speech appeared earlier. For the emergence of written form, it was necessary to create graphic signs that would convey the elements of spoken speech. For languages that do not have a written language, the oral form is the only form of their existence.

The third difference is related to the genesis of development: oral speech is primary, and written speech is secondary, because, according to Christian Winkler, writing is an auxiliary means that overcomes the inconstancy of the sound of speech.

The English parliamentarian Fox used to ask his friends if they had read his published speeches: “Did the speech read well? Then this is bad speech!

The perception of these two forms of utterance differs from each other and is of a situational and personal nature. According to Heinz Kühn: “Some amazingly well-spoken speeches, if we read them the next day in newspapers or in parliamentary minutes, would have perished in the dust of oblivion.” Karl Marx, for example, had great mental acuity, but was not a good speaker. “Written” can be rich in meaning; as a last resort, if the thought is unclear, you can repeat the reading. “Speech is not writing,” said aesthetics specialist F. T. Vischer briefly and firmly.

The art of speech is the oldest branch of knowledge. In ancient times, the art of speech played a prominent role: Demosthenes made angry speeches against Philip of Macedon. (From those times to the present day, the concept of “philippics” has come down.) When Philip subsequently read these speeches, then under strong impression exclaimed: “I think that if I heard this speech along with everyone else, I would vote against myself.”

One old saying goes: “It is a nasty flaw if a man talks like a book. After all, any book that speaks like a person is a good read.”

Speech is not identical to the text that the speaker pronounces, since speech affects the listener not only in content and form, but in the entire manner of speech. Speech interacts between speaker and listener; created for a specific moment and aimed at a specific audience.

Written and oral speech have a relatively complex relationship with each other. On the one hand, they are closely related to each other. But their unity also includes very significant differences. Modern written language is alphabetic in nature; signs of written speech - letters - indicate the sounds of oral speech. However, written language is not simply a translation of spoken language into written characters. The differences between them do not boil down to the fact that written and oral speech use different technical means. They are deeper. There are well known great writers who were weak orators, and outstanding orators whose speeches, when read, lose much of their charm.

Oral speech is connected not only with (its, perceptual organization,), but also with elements (facial expressions, gestures, postures, etc.). It is also associated with a semantic field (after all, the word “thank you” can be said with different intonation and meaning), and written speech is unambiguous in meaning.

Written and spoken speech usually perform different functions:
- oral speech for the most part functions as spoken language in a conversation situation,
- written speech - as business, scientific, more impersonal speech, intended not for the directly present interlocutor.

In this case, written speech is aimed primarily at conveying more abstract content, while oral, colloquial speech is mostly born from direct experience. Hence a number of differences in the construction of written and oral speech and in the means that each of them uses.

In oral, colloquial speech, the presence of a common situation that unites interlocutors creates the commonality of a number of directly obvious prerequisites. When the speaker reproduces them in speech, his speech seems excessively long, boring and pedantic: much is immediately clear from the situation and can be omitted in oral speech. Between two interlocutors, united by the commonality of the situation and, to some extent, experiences, understanding is possible without a word. Sometimes between close people one hint is enough to be understood. In this case, what we say is understood not only or sometimes even not so much from the content of the speech itself, but on the basis of the situation in which the interlocutors find themselves. In conversational speech, therefore, much is left unspoken. Conversational oral speech is situational speech. Moreover, in oral speech-conversation, the interlocutors, in addition to the subject-semantic content of the speech, have at their disposal a whole range of expressive means, with the help of which they convey what is not said in the very content of the speech.

In written speech addressed to an absent or generally impersonal, unknown reader, one cannot count on the fact that the content of the speech will be supplemented by general experiences drawn from direct contact, generated by the situation in which the writer was. Therefore, in written speech, something different is required than in oral speech - a more detailed construction of speech, a different disclosure of the content of thought. In written speech, all significant connections of thought must be revealed and reflected. Written speech requires a more systematic, logically coherent presentation. In written speech, everything should be understandable solely from its own semantic content, from its context; written speech is contextual speech.

Contextual construction acquires real significance in written speech also because the means of expression (voice modulation, intonation, vocal underlining, etc.), which are so rich in oral speech, especially for some people, are very limited in written speech.

Written speech requires special thoughtfulness, planning, and consciousness. In oral communication, the interlocutor and, to some extent, even the silent listener help regulate speech. Direct contact with the interlocutor in a conversation quickly reveals misunderstandings; the listener's reaction involuntarily directs his speech to the speaker the right direction, forces you to dwell on one thing in more detail, explain another, etc. In written speech, this direct regulation of the speaker’s speech by the interlocutor or listener is absent. The writer must independently determine the structure of his speech so that it is understandable to the reader.

Exist different kinds both oral and written speech. Oral speech can be:
- colloquial speech (conversation),
- public speaking (report, lecture).

The genres of speech are monologue and dialogue.

Epistolary style is a special style that is significantly closer to the style and general character of oral speech. On the other hand, a speech, public performance, lecture, report, in some respects, is much closer in nature to written speech.

In a speech intended for a listener, the structural and logical pattern of a phrase often changes, incomplete sentences are very appropriate (saving the energy and time of the speaker and listener), incidental additional thoughts and evaluative phrases are allowed (enriching the text and being well separated from the main text through intonation).

One of the most significant disadvantages of oral speech is considered to be its intermittency (logical, grammatical and intonation), which consists in unjustified stopping of speech, breaking off phrases, thoughts, and sometimes unjustified repetition of the same words. The reasons for this are different: ignorance of what to say, inability to formulate a subsequent thought, the desire to correct what was said, sperrung (stream of thoughts).

The second of the most common shortcomings of oral speech is its lack of differentiation (intonation and grammatical): phrases follow one after another without pauses, logical stresses, without clear grammatical design of sentences. Grammar and intonation inconsistency, naturally, affects the logic of speech: thoughts merge, the order of their occurrence becomes unclear, the content of the text becomes vague and indefinite.

The use of the written form allows you to think about your speech longer, build it gradually, correcting and supplementing, which ultimately contributes to the development and use of more complex syntactic structures than is typical for oral speech. Such features of oral speech as repetitions and unfinished constructions would be stylistic errors in a written text.

If in oral speech intonation is used as a means of semantically highlighting parts of a statement, then in writing punctuation marks are used, as well as various means of graphically highlighting words, combinations and parts of text: using a different type of font, bold font, italics, underlining, framing, placing text on page. These tools ensure the selection of logically important parts of the text and the expressiveness of written speech.

Thus, if spoken speech differs very significantly from the written speech of a scientific treatise, then the distance separating an oral lecture-speech, report from written speech, on the one hand, and the style of colloquial speech from the epistolary style, on the other, is much less. This means, firstly, that oral and written speech are not opposites, they influence each other; forms developed in one of them and specific to one speech are transferred to another.

Secondly, the fundamental differences between the main types of oral colloquial speech and written scientific speech are associated not simply with writing techniques and the sound of oral speech, but also with the difference in the functions that they perform (oral colloquial speech serves to communicate with an interlocutor in conditions of direct contact and for communicative communication, and written speech performs other functions.

Identification and prevention of preconditions for dysgraphia in children of senior preschool age

graduate work

1.1 Concept and structure of writing as a type of written speech

Written speech is one of the forms of language existence, opposed to oral speech. This is a secondary, later in time form of the existence of language. If oral speech separated man from the animal world, then writing should be considered the greatest of all inventions created by man.

Written speech includes equal components: reading and writing.

Writing is a symbolic system for recording speech, which allows, with the help of graphic elements, to transmit information at a distance and consolidate it in time.

Modern written speech is alphabetic in nature. Signs of written speech are letters that represent the sounds of spoken speech.

Both oral and written forms of speech represent a type of temporary connections of the second signaling system, but unlike oral, written speech is formed only in conditions targeted training, i.e. its mechanisms develop during the period of learning to read and write and are improved during all further education.

As a result of reflexive repetition, a word stereotype is formed in the unity of acoustic, optical kinetic stimulation.

Mastering written speech is the establishment of new connections between the audible and spoken word, the visible and written word, since the writing process is ensured by the coordinated work of four analyzers: speech-motor, speech-auditory, visual and motor.

S.L. Rubinstein believes that a significant difference between written and oral speech is that “in written speech, addressed to an absent or generally impersonal, unknown reader, one does not have to count on the fact that the content of the speech will be supplemented by general experiences generated from that situation, emphasized from direct contact.” where the writer was located. Therefore, in written speech, something different is required than in oral speech - a more detailed construction of speech, a different disclosure of the content of thought. In written speech, all significant connections of thought must be revealed and reflected. Written speech requires a more systematic, logically coherent presentation." A.R. Luria, comparing oral and written forms of speech, wrote that written speech does not have any extra-linguistic, additional funds expressions. It does not presuppose either knowledge of the situation by the addressee or sympractical contact; it does not have the means of gestures, facial expressions, intonation, pauses, which play the role of semantic markers in monologue oral speech. The process of understanding written speech differs sharply from the process of understanding oral speech in that what is written can always be re-read. Based on all that has been said, we can conclude that written speech, in particular writing, is the highest form of speech, from oral and internal speech. It functions in the absence of the interlocutor, more fully realizes the content of the message, is generated by other motives and has greater arbitrariness than oral and internal speech.

In written speech, everything should be understandable solely from its own semantic content.

Conversation as a means of developing dialogical speech

Let us consider in detail the concept and structural features dialogical speech. T.G. Vinokur defines dialogue from the point of view of the specifics of language as “... a special, functional-stylistic form of speech communication...

Detection of writing disorders in young children school age with and without bilingualism

Writing is an auxiliary sign system created by people, which is used to record sound language and sound speech. At the same time, writing is an independent communication system, which, while performing the function of recording oral speech...

Didactic games in speech therapy correction of phonetic-phonemic speech underdevelopment in preschool children with erased dysarthria

Using the game when working on developing spelling skills

Language is the most important means of human communication, serving all types of activities of human society. Communication can take place either directly in a personal conversation, mutual correspondence, or indirectly - through a book...

The general underdevelopment of speech is expressed in the fact that both the sound side of speech (including phonemic processes) and the semantic side are disrupted. It has varying degrees of severity, which, according to the classification of R.E. Levina...

Correctional and speech therapy work to identify and prevent dysgraphia in primary schoolchildren with ODD

8. Draw conclusions on the work done. Chapter 1 Written speech as a subject psychological-pedagogical Research 1.1 Neuropsychological...

Linguistic foundations for the formation of the development of written speech in connection with the development of speech of students in grades 5–6 of the Dagestan national school

Teaching foreign language written speech as a type of speech activity at the middle stage

The process of writing with with good reason Psychology refers to the most complex, conscious forms of speech activity. From a psychological point of view, the flow of written speech is complex and diverse...

Teaching writing at the initial stage

Writing is a complex speech skill, “an additional means of communication to audio speech using a system of graphic signs that allows one to record speech for transmitting it over a distance, for preserving its works over time”...

Features of the pronunciation aspect of speech in older preschool children with phonetic-phonemic speech underdevelopment

A person spends his whole life improving his speech, mastering the riches of the language. Every age stage brings something new to his speech development...

Features of the functional basis of writing in older preschool children with speech impairment

Written speech is speech based on visually perceived stable fixation of linguistic structures, primarily in the form of written text. In this case, it becomes possible to transmit messages with a significant time delay...

Development of coherent written speech of primary school students with vaguely expressed general underdevelopment speeches

Creative tasks as a means of teaching writing in the classroom in English in the 6th grade of a comprehensive school

Written speech activity is the purposeful and creative execution of thoughts in the written word, and written speech is a way of forming and formulating thoughts in written linguistic signs...

Zachupeyko (Lyusova) Anna Valerievna
Basic approaches to understanding written speech in modern speech therapy.

Written speech is a special form of communication using a system written characters, this is a secondary, later in time form of existence of language. In concept « written language» includes reading and letter, which is formed only in conditions of targeted training. But let us dwell in more detail on the question of the formation written language in children, about the features characteristic of this process.

Written speech can appear in different forms: in the shape of written message, report, written narration, written expressions of thought or reasoning, etc. In all these cases, the structure writing differs sharply from the structure of oral dialogic or oral monologue speeches.

These differences have a number of psychological reasons.

Written speech is speech without an interlocutor; its motive and intention are completely determined by the subject. If the motive writing is a contact or a desire, a demand, then the writer must mentally imagine the one to whom he is addressing, imagine his reaction to his message. Peculiarity writing is precisely that the entire process of control over written speech remains within the activity of the writer himself, without correction on the part of the listener. But in cases where written speech is aimed at clarifying a concept, it does not have any interlocutor, a person writes only in order to understand the thought, to verbalize his plan, to develop it without even any mental contact with the person to whom the message is addressed.

Written speech has almost no extra-linguistic, additional means of expression. It does not presuppose either knowledge of the situation by the addressee or sympractical contact; it does not have the means of gestures, facial expressions, intonation, pauses that play a role "semantic markers" in monologue oral speeches, and only a partial replacement of these latter are the techniques of highlighting individual elements of the presented text in italics or paragraphs. Thus, all information expressed in writing, should rely only on a fairly complete use of the detailed grammatical means of the language.

From here written speech should be as synsemantic as possible and the grammatical means it uses should be completely sufficient to express the message being conveyed. The writer must construct his message so that the reader can make the entire return journey from the expanded, external speeches to the inner meaning of the text being presented.

There is, however, one more fundamental difference in the psychological structure written language from oral. It is completely related to the fact of various origins both types speeches.

Oral speech is formed in the process of natural communication between a child and an adult, which was previously sympractical and only then becomes a special independent form of oral speech communication. However, as we have already seen, it always retains elements of connection with the practical situation, gesture and facial expressions.

Written speech has a completely different origin and a different psychological structure.

Written speech appears as a result of special training, which begins with the conscious mastery of all means written expression of thought. At the early stages of its formation, its subject is not so much the thought that is to be expressed as those technical means writing sounds, letters, and then words that have never been the subject of awareness in oral dialogic or oral monologue speeches. At these stages, the child develops motor skills letters.

A child who learns to write first operates not so much with thoughts, but with means of their external expression, ways of designating sounds, letters and words. Only much later does the expression of thoughts become the subject of the child’s conscious actions. Thus, written speech, in contrast to oral speech, which is formed in the process of live communication, from the very beginning is a conscious voluntary act in which the means of expression act as basic subject of activity. Such intermediate operations as the isolation of phonemes, the representation of these phonemes by a letter, the synthesis of letters in a word, the sequential transition from one word to another, have never been recognized in oral speech. speeches, V writing remain for a long time the subject of conscious action. Only after written speech becomes automated, these conscious actions turn into unconscious operations and begin to occupy the place that similar operations (isolating sound, finding articulation, etc.) take up oral speeches.

It is an established fact that oral speech is formed first, while written- this is a superstructure over already mature oral speech - it uses all its ready-made mechanisms, improving and significantly complicating them, adding to them new mechanisms specific to new form expressions of language.

We must not forget that children in their oral speeches, are not always able to convey all necessary information using only language means, and complement the speech utterance with facial and pantomimic gestures, relying on the immediate everyday context, known to both the speaker and the listener. And if oral speech develops in the process of practical communication between the child and adults, mainly in based on imitating the speech of others, and not a single child is aware of the ways in which his speech is carried out, articulation remains unconscious for a long time, then mastery written speech requires training, consistent awareness of the entire process. For a talking child, the content of the child is in the foreground. speeches, and a child who needs to write a word always deals first of all with the sounds that make up the word, and with the letters with which he must write it. In fact, children in the process of mastering writing one has to master a stylistically new genre of constructing statements.

However, we must not forget that letter and reading are equal parts included in the composition written form of speech.

Written speech is not only a fixation of the content side speeches with the help of special graphic signs, but also necessarily involves the creation of a statement program written text, that is, generation speech in writing. Therefore the structure writing is expressed by a complex multi-level structure, including, according to A. R. Luria, L. S. Tsvetkova three level: psychological, psychophysiological and linguistic. At the first psychological level, the problem of program construction is solved written statement, which is further realized, at the second psychophysiological level, by performing basic writing operations. The third level provides letter linguistic language means, that is, it implements the translation of internal meaning into linguistic codes - into lexico-morphological and syntactic units. The first level also provides the function of monitoring speech production.

Written speech, representing absolutely the new kind speech activity cannot form on its own from scratch, without a step preceding it - letters, which, according to A. R. Luria, can be considered a certain "receptor stage" in the process of emerging writing.

Writing technical act.

With the concept « letter» - specialists usually associate a complex form of sign activity that allows one to record and transmit someone else’s speech using a system of graphic signs. Mastery by letter occurs through the consistent development of its operational composition.

As a type of activity, in understanding A. N. Leontyeva writing involves three basic operations: symbolic designation of sounds speeches, that is, phonemes, modeling the sound structure of a word using graphic symbols (Zhurova L. E., Elkonin D. B.) and graphomotor operations. Each of them is like an independent skill (subsystem) and has appropriate psychological support.

Symbolization skill, i.e. letter designation phonemes, formed on basis the child’s developing abilities to symbolize a broader plan: symbolic play, visual activity, etc. In addition, its necessary prerequisite is sufficient maturity of phonemic perception and linguistic consciousness

The development of a child’s phonemic awareness takes several stages:

1) prephonetic stage - complete lack of differentiation of environmental sounds speeches, speech understanding and active speech abilities;

2) the initial stage of mastering perception phonemes: the acoustically most contrasting phonemes are distinguished and similar ones are not distinguished by differential features.

The word is perceived globally and is recognized by its general sound "appearance" based on prosodic features (intonation and rhythmic characteristics);

3) children begin to hear sounds in accordance with their phonemic characteristics. The child can distinguish between correct and incorrect pronunciation. However, an incorrectly pronounced word is still recognized;

4) correct images of the sound of phonemes predominate in perception, but the child continues to recognize the incorrectly pronounced word. At this stage, the sensory standards of phonemic perception are still unstable;

5) completion of the development of phonemic perception. The child hears and speaks correctly, and ceases to recognize the meaning of the incorrectly pronounced word. Until this point, the child’s phonemic development normally occurs spontaneously in the presence of optimal conditions in the speech environment. With the start of school (or else in kindergarten) Thanks to directed training, he takes another step in the development of his linguistic consciousness. The sixth stage begins - awareness of the sound side of the word and the segments of which it consists. Sometimes this process is delayed due to underdevelopment of the oral speeches, with delay mental development or with mental underdevelopment. Achievement this stage The development of phonemic awareness is a necessary prerequisite for mastering phonemic analysis.

In this case, the child’s auditory discrimination of some phonemes or their groups remains insufficiently clear for a long time. As a rule, the discrimination of phonemes that differ minimally from each other suffers. (so-called opposition phonemes): the presence or absence of a voice (deaf - voiced, softness or hardness of pronunciation, etc. More often, such a deficiency is a consequence of disturbances in the interaction of the speech-auditory and speech-motor analyzers.

Most researchers assign a leading role in the mechanism of dysgraphia to violations of phonological structuring, i.e., phonemic analysis. The second stage of the operation seems to be unnoticed or underestimated. Meanwhile, experimental psychological data indicate that the letter record and the result of phonemic analysis do not always coincide. Quite often, with persistent dysgraphia, after several years of education, the child performs oral phonemic analysis flawlessly, and letter continues to make specific mistakes. One of the reasons for this lies in the specifics of the second stage of the operation of modeling the sound structure of words. The process of transforming a temporal sequence of phonemes into a spatial series of graphemes occurs in a child almost in parallel with phonemic analysis and grapho-motor operations of writing letters. This requires quite complex coordination listed sensorimotor processes and, most importantly, optimal concentration and distribution of attention during their occurrence.

Peculiarity letters as a complex skill is that it requires the integration and coordination of all three listed operations.

To master writing is important to know how to pronounce a word correctly, and be able to analyze its sound side.

If we go back to "origins" of this process, then it becomes necessary to illuminate the psychological prerequisites for the formation letters, violation, or lack of formation, which leads to various forms violations letters or to the difficulties of its formation in children.

The first prerequisite is the formation (or safety) oral speeches, voluntary mastery of it, the ability for analytical-synthetic speech activity.

The second prerequisite is the formation (or safety) different types of perception, sensations, knowledge and their interaction, as well as spatial perception and ideas, and exactly: visual-spatial and auditory-spatial gnosis, somato-spatial sensations, knowledge and sensation of the body diagram, "right" And "left".

The third prerequisite is the formation of the motor sphere - subtle movements, objective actions, i.e. different types of hand praxis, mobility, switchability, stability, etc.

The fourth prerequisite is the formation of abstract methods of activity in children, which is possible with their gradual transfer from actions with concrete objects to actions with abstractions.

And the fifth prerequisite is the formation of general behavior - regulation, self-regulation, control over actions, intentions, motives of behavior.

Mandatory participation in the formation letters all the described prerequisites, as well as all links of the structure letters and further in the implementation of this process is especially clearly visible in its pathology.

There is also a set of functional prerequisites letters, which is a multi-level system that includes a large number of cognitive and speech functions. Reaching the minimum required level of maturity, they create optimal opportunities for carrying out operations of sound-letter symbolization, graphic modeling of the sound structure of words and the implementation of a grapho-motor program. The first two types of operations in phonetic situations letters(but to the rules of Russian graphics) proceed somewhat differently than in those cases where the use of spelling rules is required.

In the first case, the key process is phonemic analysis, acoustic-articulatory differentiation of phonemes and the establishment of sound-letter correspondences according to graphic rules. Main In this case, the load falls on the operations of phonemic analysis and the actualization of sound-letter associations.

In the second, the morphological and lexico-grammatical analysis of words and sentences becomes more important.

Formation of prerequisites writing, functional basis letters On average, it ends by the age of 6-7 years. However, this does not mean that the above-mentioned mental functions and processes in the child are perfect, but they are sufficient to begin learning, during which all structural links letters will continue their development. Psychological system letters will change towards a gradual transition from mastery "technique" entries for formation writing, written expression of thoughts.

Thus, written speech, both in its origin and in its psychological structure, is fundamentally different from oral speeches, and conscious analysis of the means of its expression becomes basic psychological characteristics writing.

That is why written speech includes a number of levels that are absent in oral speeches, but clearly stand out in writing. Written speech includes a number of processes at the phonemic level - the search for individual sounds, their opposition, the coding of individual sounds into letters, the combination of individual sounds and letters into whole words. She's in a big way to a greater extent than is the case in oral speeches, includes in its composition the lexical level, which consists in the selection of words, in the search suitable the necessary verbal expressions, contrasting them with other lexical alternatives. Finally, written speech also includes conscious operations at the syntactic level, which most often occur automatically, unconsciously in oral speeches, but which amounts to writing one of the essential links. As a rule, the writer deals with the conscious construction of a phrase, which is mediated not only by existing speech skills, but also by the rules of grammar and syntax. The fact that in writing no extra-linguistic components are involved (gestures, facial expressions, etc., and what is in writing there are no external prosodic components (intonation, pauses, which determine the essential features of its structure.

Thus, written speech is radically different from oral speech topics that it must inevitably proceed according to the rules of the expanded (explicit) grammar needed to make content writing understandable in the absence of accompanying gestures and intonations. Therefore, any convergence of monologue, writing with the structure of oral dialogic speech is impossible. This is manifested, in particular, in the fact that grammatical incompleteness, which is justified in oral speeches, become completely inapplicable in writing.

So, written speech in its structure is always complete, grammatically organized, detailed structures, using almost no direct forms speeches. That's why the length of the phrase is writing significantly exceeds the length of a spoken sentence speeches, since in expanded writing There are much more complex forms of control, for example, the inclusion of subordinate clauses, which are only rarely found in oral speeches. All this gives grammar writing completely different character.

Written speech is an essential means in the processes of thinking. Including, on the one hand, conscious operations with linguistic categories, it proceeds in a completely different, much more at a slow pace than oral speech, on the other hand, allowing repeated reference to what has already been written, it also provides conscious control over ongoing operations. All this does written speech is a powerful tool for clarifying and refining the thought process. That's why written speech is used not only to convey a ready-made message, but also to work out and clarify one’s own thought. It is known that in order to understand a thought, it is best to try to write and express this thought. in writing. That is why written Speech as work on the method and form of utterance is of great importance for the formation of thinking. Clarification of the thought itself using writing clearly manifests itself, for example, when preparing a report or article. The work of a translator is also not simply translation from one code system to another; This is a complex form of analytical activity, the most important task of which is to understand the very logical structure of thought, its logical structure.

Bibliography

1. Bezrukikh M. M. Stages of skill formation letters. / M. M. Bezrukikh. - M.: Education, 2003

2. Amanatova M. M. Review of reading disorders and letters among students secondary schools/ Early diagnosis, prevention and correction of disorders writing and reading: Materials II international conference Russian Association of Dyslexia. - M. publishing house MSGI, 2006, p. 10-13

3. Speech therapy: textbook for students of defectology. fak. ped. universities / ed. L. S. Volkova, S. N. Shakhovskaya. - M.: Humanite. ed. VLADOS center, 1998. - 680 p.

4. Speech therapy: textbook for universities / ed. L. S. Volkova. 5th ed., revised. and additional - M.: VLADOS, 2004. - 471 – 474, 476, 480. p.

5. Voloskova N. N. Difficulties in developing skills letters among students primary classes/ N. N. Voloskova. - M., 1996.

1. A form of speech associated with perception, expression of thoughts in graphic form and thus including two types of speech activity: productive (writing) and receptive (reading). 2. (writing) A productive type of speech activity, consisting in the written expression of thoughts in foreign language in graphic form. The objects of linguodidactic testing are: I) writing technique (graphics, spelling, punctuation); 2) productive written speech: the ability to produce one’s own written text, combining, if necessary, such complex forms as description, narration, reasoning, as well as the ability to reproduce audio text in writing, demonstrating the ability to analyze the content of the primary text and the ability to process information in accordance with educational, etc. tasks, as well as in accordance with the requirements of the genre. Kinds test tasks according to p.r. varied: abstract, abstract (resume, evaluation, etc.), announcement, statement, abstract, plan, outline, etc.

Great definition

Incomplete definition ↓

WRITTEN SPEECH (LETTER)

a productive type of speech activity in which information is transmitted at a distance using graphic signs. Like all types of speech activity, P. r. has the following structure: 1. Preliminary orientation stage. At this stage, the writer determines for what purpose, to whom and what he will write. 2. Activity planning. At this stage, the writer plans not only the content, but also the form of his speech. He often uses long-term planning of his speech: at the same time, he can select the most accurate expressive language means. 3. Carrying out the activity, i.e. the writing process itself. Under the conditions of a written form of communication, there is no direct recipient and intermediate Feedback. The writer does not see the immediate reaction of the reader to each phrase (he can only predict this reaction). The writer is deprived of the opportunity to intonate his speech, use gestures, and facial expressions. Often the writer must first introduce the recipient to the appropriate situation, and then express his judgments, otherwise he may be misunderstood. 4. Control of activities. The writer is practically unlimited in time; his attention is directed both to the content and to another form of presentation. Re-reading what he has written, he checks to what extent the form used adequately conveys the intent of your statement. Mechanisms of P. r. are based on the mechanisms of speaking, in the process of P. r. All speech analyzers participate in their interconnection. Planning and control of your statement plays a greater role than in speaking. The result of P. r. as a type of speech activity is a written statement. Subtypes of P. r. are used in educational activities. - listening-P. r., reading-P. p., i.e. the student listens and writes (dictations, presentations, plans, theses, lecture notes) or reads and writes (plans, theses, notes, annotations, abstracts). Recordings not only save the material you read or listen to, but also help you learn it. Therefore, for educational purposes, such types of notes as plans, theses, notes, etc. are widely used, and the teacher’s task is to teach his students how to compose them. There are different types of writing in life. speech works. Lit.: Methodology / Ed. A.A. Leontyev. - M., 1988; Passov E.I. Fundamentals of communicative methods of teaching foreign language communication. - M., 1989.

Parents of kindergarten-aged children are concerned about how their child speaks, but mothers and fathers of schoolchildren have other problems. As soon as school begins, your child may experience difficulties with written speech. And very often this does not mean that your treasure is not gnawing too hard on the granite of science. Learning difficulties may be associated with speech disorders.

Written speech

Experts refer to writing as the process of writing letters, words and text itself, as well as their reproduction “from a sheet of paper,” that is, reading.
The formation of written speech is a conscious process, the result of targeted learning. Accordingly, some difficulties may arise in children due to imperfections in the psychological sphere - attention, perseverance, concentration, motivation to study. However, educational measures are not always the method of overcoming problems. Often, writing problems have more serious causes that do not depend on the diligence of your schoolchild.

In order for written speech to be formed correctly, several components are necessary:

A developed system of mental factors - memory, thinking, attention, imagination, ability to self-control, analysis and synthesis.
Developed motor skills, fine motor skills.
Ability to perceive - visual, phonemic.
Correct and well-developed oral speech.

The last point is by no means less significant. It is the level of development of oral speech that is the basis on which a new skill will be built. For this reason, it is extremely important to solve all possible speech therapy problems in a child before starting school.

Impaired written language may manifest itself in different types depending on the presence of certain problems. Contacting a speech therapist will help you cope with them and help your child succeed in school.

1. Dyslexia

If your child has difficulty learning to read, he or she may have dyslexia.

It is characterized by:

Letters in words are read incorrectly (merging with subsequent/previous ones, “swallowing”, substitutions).
The accents are placed in the wrong place.
The word is not read to the end.
During the reading process, words are skipped or rearranged, lines are lost, and transition from one line to another is difficult.

As a rule, dyslexia is associated with speech hearing impairment. It is difficult for a child to distinguish sounds that are similar in pronunciation. Important factors are also the sufficient development of the ability to analyze and synthesize, maintain attention and accuracy of perception.

2. Dysgraphia

Constant errors in writing, not related to knowledge of spelling rules, are characteristic feature dysgraphia. These mistakes are illogical and even unexpected for teachers and parents. “Cow” can turn into “krova”, “April” into “atrel”, letters are turned over, and words into separate offer do not communicate with each other.

Edifications, traditional activities with the child and even punishment cannot lead to results. The whole point is that dysgraphia does not arise from the child’s disobedience, but due to the insufficient formation of higher mental functions and violations of various components of speech.

3. Acoustic dysgraphia

It is expressed in the replacement of letters with ones that are similar in sound, incorrectly indicating the softness of the sound. This process is associated with the inability to connect a sound with a letter and the correct perception and analysis of what is heard.

Moreover, the child pronounces all sounds during speech correctly; he has no problems with articulation.

For example: “letter” - “writing”, “singing” - “fighting”.

4. Articulatory-acoustic dysgraphia

This option occurs when there are problems with sound perception and pronunciation of sounds. That is, the child “writes what he hears.”

arbitrarily uses voiced and voiceless consonants in writing, changing their places;
alternates between whistling and hissing sounds;
skips a soft sign;
mixes affricates and their components;
randomly changes vowels of the first and second rows.

The problem cannot be solved until the speech therapist establishes the correct articulation of all sounds and masters phonemic hearing skills.

For example: “cat” - “koska”, “swing” - “rollers”.

5. Agrammatic dysgraphia

In this case, during writing, the grammatical structure speeches:

the connection between words in a sentence is disrupted, phrases are not consistent with each other;
nouns are put in the wrong number, case or gender;
prefixes and suffixes are replaced;
the structure of the sentence itself changes.

The problem becomes noticeable in the 3rd grade, when mastery of grammar becomes a prerequisite for learning. Parents should be careful.

Example: " Beautiful car", "Katya and Lena are traveling by car."

6. Optical dysgraphia

Letters consist of a certain set of elements - hooks, sticks, circles, ovals, etc. If there are problems with visual-spatial perception, the process of analysis and synthesis, schoolchildren may experience typical errors:

letters are written in mirror image;
extra elements appear in the letters (“porridge” - “kashshsha”);
the details of the letters “come off” from each other or a gap appears between the written
letters in one word;
visually similar letters are replaced (v - d, t - p, i - sh).

7. Dysgraphia that occurs when the processes of analysis and synthesis are disrupted

This option occurs quite often, so parents need to pay attention if the child regularly repeats errors of this kind:

syllables and individual syllables are swapped or omitted altogether (“doll” - “kulka”, “cook”, etc.);
words are not completed;
additional letters appear in words (“machine” - “maashina”);
prepositions are written together with words, and prefixes, on the contrary, are written separately;
In words, individual syllables from neighboring words are mixed up.

Let us repeat, the point here is not that the child is not trying hard enough or is not doing his homework diligently enough. Dysgraphia problems have deeper roots. The child definitely needs the help of a speech therapist.

Correct diagnosis of the condition and timely corrective measures can correct the situation and add positive grades to the diary and motivation to study.

8. Dysorphography

There is another problem with writing. Dysorthography is a persistent inability to apply spelling rules in practice. A sign of this condition is frequent spelling errors in schoolchildren with a normal level of intellectual ability. Even after learning a rule by heart, a child cannot apply it in practice, so mistakes are repeated again and again.

Experts believe that the cause of dysorgraphia is insufficiently developed knowledge of word-formation analysis, reduced motivation for learning, and delayed development of higher mental functions (attention, memory, thinking, ability to analyze and synthesize).

To solve all these problems, you should contact specialists. Speech therapy classes, built taking into account the child’s characteristics, will help cope with violations, and ultimately your student will become more successful.

In addition, it is important to understand the fact that difficulties in mastering written language are much easier to prevent rather than correct. Work must begin in preschool age, before learning to write. Well-developed oral speech, timely consultations and classes with a speech therapist will help the child avoid many difficulties while studying at school.