Presentation on the topic: “Games and exercises for forming a visual image of a letter. Tasks and techniques for correcting optical dysgraphia in mentally retarded primary schoolchildren Automation of sound-letter connections

Sections: Working with preschoolers

Flow of information, expansion of human contacts, development of diverse forms popular culture, an increase in the pace of life leads to an increase in the amount of knowledge necessary for life to modern man. The ongoing changes in society have also influenced the development of children who are actively involved in the whirlpool of our hectic life, and have put forward new demands on the education system as a whole. Preschool education began to be considered as the first stage in the entire system of lifelong education. One of the indispensable conditions for successful schooling is the development of voluntary, intentional attention in preschool age. The school places demands on children's spontaneous attention in terms of the ability to act without distractions, follow instructions and control the results obtained.

With attention, thought processes proceed faster and more correctly, movements are performed more accurately and clearly.

The preschooler’s attention reflects his interests in relation to surrounding objects and the actions performed with them.

Attention is one of the phenomena of orientation-research activity. It is a mental action aimed at the content of an image, thought or other phenomenon. Attention plays a significant role in the regulation of intellectual activity. According to P.Ya. Galperin, “attention nowhere appears as an independent process; it is revealed as the direction, mood and concentration of any mental activity on its object, only as a side or property of this activity.

Attention does not have its own separate and specific product. Its result is the improvement of any activity that it accompanies.

Attention is a mental state that characterizes the intensity of cognitive activity and is expressed in its concentration on a relatively narrow area (action, object, phenomenon).

The following forms of attention are distinguished:

• sensory (perceptual);
• intellectual (mental);
• motor (motor).

The main functions of attention are:

• activation of necessary and inhibition of currently unnecessary mental and physiological processes;
• purposeful, organized selection of incoming information (the main selective function of attention);
• retention, preservation of images of a certain subject content until the goal is achieved;
• ensuring long-term concentration and activity on the same object;
• regulation and control of activities.

Attention consists in the fact that a certain idea or sensation takes a dominant place in consciousness, displacing others. This greater degree of awareness of a given impression is the basic fact or effect of attention. As a consequence, some secondary effects arise, namely:

• analytical effect of attention - this representation becomes more detailed, in it we notice more details;
• fixing effect - the idea becomes more stable in consciousness and does not disappear so easily;
• reinforcing effect - the impression, at least in most cases, is made stronger: due to the inclusion of attention faint sound seems a little louder.

Principles of carrying out correctional and developmental work

The principles of constructing correctional programs determine the strategy and tactics of their development, i.e. determine the goals, objectives of correction, methods and means of psychological influence.

• systematic corrective, preventive and developmental tasks;
• unity of diagnosis and correction;
• priority of correction of the causal type;
• activity principle of correction;
• taking into account age-psychological and individual characteristics child;
• complexity of methods of psychological influence;
• actively involving the social environment in participation in the correctional program;
• reliance on different levels of organization of mental processes;
• programmed training;
• increasing complexity;
• taking into account the volume and degree of variety of material;
• taking into account the emotional coloring of the material.

Thus, the goals and objectives of any correctional and developmental work should be formulated as a system of tasks at three levels:

• correctional – correction of deviations and developmental disorders, resolution of developmental difficulties;

• preventive – prevention of deviations and difficulties in development;

• developing – optimization, stimulation, enrichment of development content.

Only the unity of the listed types of tasks can ensure the success and effectiveness of correctional and developmental work.

The role of a child’s visual perception in reading acquisition

In modern conditions of intensive development of multimedia, the role of visual perception in the processing of information, an important component of which is reading, is increasing.

Reading begins with the visual perception of letters, syllables, and words. Correct reading largely depends on the usefulness of visual perception. Among the visual operations of reading there are: perception of letter symbols; the process of its identification based on comparison with existing standards in memory; sequential scanning of graphic information.

The visual functions that subsequently support these reading operations are gradually formed in the child during the preschool period, but this process is spontaneous and unorganized. A child learns to see in the same way as he learns to walk and talk. As perceptual experience is enriched, the child develops individual ways of analyzing visual information, which form the basis for establishing connections between real objects, their images and symbols.

In the preschool period, possible individual differences in strategies and levels of development of visual perception are not noticeable to others in the child’s everyday life. Only with the beginning of systematic schooling, which, as a rule, imposes uniform, fairly stringent requirements for all students, the individual characteristics of visual perception (difficulties in distinguishing optically close features, insufficient accuracy and scope of perception, etc.) of some children can become a serious obstacle to successful reading acquisition.

The “Visual Trainer” album includes activities that develop the child’s visual functions, visual memory and teach him visual reading operations.

What are visual functions?

Vision provides a person with the opportunity to receive information about the outside world, navigate in space, control their actions, and perform precise operations. Vision and visual perception are not identical concepts. “The visual system consists of a large number of parallel channels, or subsystems, that operate largely autonomously and perform fundamentally different functions. These subsystems can be disrupted or improved almost independently of each other, so that in some respects the visual system of a given person can demonstrate remarkable abilities, but in others - very mediocre” (G.I. Rozhkova, 2003). All indicators of the formation of various visual abilities, according to G.I. Rozhkova, can be divided into three groups.

The first group includes optical-physiological indicators that provide optimal operating conditions for the visual system.

These indicators contain the ranges of parameters within which the visual system can function, as well as the limitations characteristic of the system itself due to its anatomical and physiological characteristics. This group includes: refractive indexes, accommodation volume, visual field sizes, blind spot sizes, adaptation speeds, operating range of illumination (brightness), time of preservation of the trace of light stimulation.

The second group includes basic visual indicators : visual acuity, contrast sensitivity, subtlety of color discrimination, range of perception of movement speed, stereo vision thresholds, etc.

The third group consists comprehensive indicators , reflecting the perfection of the work of higher visual mechanisms, the effectiveness of the joint activity of the visual and other systems (oculomotor system, memory and attention) and determining visual performance. As noted by G.I. Rozhkova, “...such indicators are directly related to a person’s cognitive abilities and learning ability.”

Violations of visual indicators of the first and second groups are often noticed by parents and the child himself.

Violations of complex vision indicators often go unnoticed, since they do not affect the child’s daily life and appear only in certain complicated conditions, a prime example of which is learning to read. During a standard ophthalmological examination, deviations in the development of these functions, as a rule, are not detected. However, it is precisely these indicators that are considered by correctional teachers, speech therapists, psychoneurologists and psychologists as a serious obstacle to the full mastery of reading.

Experimental comparative study of schoolchildren with well-developed reading and students with undeveloped reading skills ( dyslexia And dysgraphia ) made it possible to clearly identify those visual functions, the violation or underdevelopment of which prevents the correct perception of graphic information (letters, numbers, symbols) and its recoding into speech information.

Visual reading operations

Learning to read begins with familiarizing the child with visual images of letters. Memorizing all the letters of the alphabet and being able to identify each letter are prerequisites for mastering the skill of reading.

The letters of the Russian alphabet are planar geometric objects. Despite the variety of existing fonts and writing options, all letters consist of a limited set of elements: horizontal straight, vertical straight, oblique, oval, semi-oval. In this regard, the all elements each letter, as well as their mutual arrangement in space. The formation of primary images of letters (perception) and their further recognition are ensured by visual analysis and synthesis with the obligatory connection of visual-spatial operations.

Perception of an image, or “vision,” occurs only at the moment of fixation—the moving eye does not perceive information. However, these interruptions in vision are not felt by the reader due to the afterimage, which fills the time intervals necessary for the movement of the eyes, which creates the illusion of continuous vision (V.P. Zinchenko and others). Even after a short-term presentation of information, most of it is stored in visual memory, which is stored for several seconds. Then the information stored in memory is read, or scanning . Scanning refers not only to the process of reading information from memory, but also to the orderly, purposeful movement of the gaze across an object of perception to detect and examine its details. In this case, the direction of inspection is chosen individually by each person.

Eye movement, the motor component of vision, takes up approximately 5% of the time of the reading process, the remaining 95% is spent on recognizing what is seen during gaze fixations, i.e. on gnostic component vision. Consequently, reading speed depends on the amount of information perceived by the child in a short fixation time.

Regressive eye movements (i.e., returning the gaze from right to left) occur not only when moving to another line: they are necessary to return to what has already been read in order to clarify, check understanding of the meaning, and correct mistakes. The number of regressions depends on the degree of automation of the reading skill: the more experienced the reader, the fewer regressions are observed in his reading, and vice versa. In addition, the number of regressive eye movements depends on the complexity of the text, its novelty, significance for the reader and other factors.

As a child masters reading, he develops anticipating (anticipating) eye movements, and such “running” provides prediction of the content of the text.

The oculomotor mechanisms of reading are not realized by an experienced reader and do not require voluntary efforts from him. However, before becoming automated, these operations go through a stage of voluntary, conscious mastery of them.

A child learning to read for the first time is faced with the fact that he must control eye movements and correlate them with the text being read: be able to highlight the beginning of the text; trace a line from left to right; accurately move from one line to another, without skipping or repeating. The complexity of these operations sometimes forces the child to accompany reading with a finger movement, which plays an auxiliary role and is found in most children. initial stages mastering reading.

For eye movements during reading, as for any type of purposeful movement, an important characteristic is the choice of direction of movement: unlike scanning objects, their images, etc., reading requires the reader to scan information in a single direction - from left to right. Changing this direction results in various reading errors.

Objectives and structure of the “visual simulator”

“Visual Trainer” is a visual and effective aid aimed at the development and correction of visual perception in children 5-7 years old.

The purpose of the proposed methodology is to teach the child ways of processing visual material that would allow him to effectively perceive visual information of varying degrees of complexity and provide the conditions for successful mastery of the visual components of reading.

The album presents a system of exercises for teaching preschool children visual perception strategies and solving various mental problems.

In this regard, the “Visual Trainer” is built taking into account the main classes of tasks performed by visual perception:

• actually visual – decided in connection with the goals of perception;
• oculomotor – involving the performance of one or another eye movement, typical for everyday life and meeting practical purposes;
• general intellectual (mental, mnemonic, motor), in the implementation of which visual perception plays a significant role.

The album contains a sufficient amount of visual material for the development of a child's visual attention and memory, skills of visual analysis and synthesis, accurate tracking eye movements and spatial orientation. It also includes tasks that help develop children's graphic abilities.

A distinctive feature of this technique is the development of tasks aimed at recoding visual information into verbal, i.e. naming visually perceived material.

In accordance with the program for the targeted formation of visual perception, the “Visual Trainer” includes a set of stimuli that are consistently more complex according to certain parameters, a series of tasks specially designed to form various components of visual perception, which form the basis of reading skills. From series to series, the tasks and stimulus material become more complex.

Block I Learning to look and see. primary goal: formation of skills of visual analysis and synthesis, development of voluntary attention. [pictures 1-8]

Block II. We learn to follow with our eyes. primary goal: formation of image scanning strategies, development of accurate tracking eye movements, eye measurement. [Figures 9-16]

Block III. Learning to navigate in space. Primary goal: formation of ideas about the coordinate system: “top - bottom”, “front - back”, “left - right” ” . [Figures 17-25]

Block IV. Learning to remember and recognize. Primary goal: development of memory capacity, learning techniques that facilitate memorization, increasing memory capacity based on associative thinking (mnemonics). There are 10 tasks distributed in the first three blocks (for more details, see below in the section “How to organize your child’s activities...”).

The proposed methodology for training with the “Visual Trainer” can be widely used in teaching practice:

• in individual and frontal classes to prepare children for learning to read and write in preschool educational institutions (general and correctional types);
• to include recommended exercises in speech therapy classes with primary schoolchildren who have difficulties in mastering writing and reading skills, accompanied by phenomena of optical agnosia (difficulties in perceiving shapes, weakness of visual representations, etc.);
• for self-study by parents and children before school age for the purpose of their general development and preparation for school.

The album contains tasks designed for various strategies and makes it possible to organize learning taking into account the individual characteristics of the child.

The technique also provides the opportunity for the child to independently perform exercises through various manipulations with graphic material.

Illustrative and didactic material is divided into blocks, each of which is aimed at developing certain visual abilities.

Exercises first block– “Learning to look and see” – ensures the formation of gnostic (cognitive) visual functions in the child: visual division of an integral object into parts (visual analysis) and the combination of parts into a whole (visual synthesis); finding the main and secondary features in the image and establishing connections between them.

Initially, the child’s perception is dominated by the process of detailed familiarization with an unfamiliar object ( successive recognition).

3tasks second block– “Learning to follow with the eyes” – are aimed at the formation of motor visual functions: orderly, purposeful movement of the gaze over the object of perception to detect and examine its details. The goal of the technique is the consistent development of serial eye movements that require not a single movement of the gaze, but a whole series of such actions, for example: finding a way out of a maze, finding a point on a diagram along given coordinates or a route. On the basis of serial eye movements, eye-measuring operations are also carried out.

The third block of exercises – “Learning to navigate in space” – is aimed at the formation of visual-spatial representations, i.e. ideas about the coordinate system: “top - bottom”, “front - back”, “left - right”.

The formation of visual-spatial representations goes through a number of successive stages. As a result, by the time a child begins learning to read, he or she must have developed the ability to navigate coordinate systems. This block also included tasks for the development of visual-motor coordination, involving the development of combined movements of the hand and eyes.

The fourth block consisted of exercises to develop memory by increasing the volume of visually memorized objects, maintaining consistency and accuracy when reproducing images, and fixing them in long-term memory.

Each block includes tasks for the development of associative thinking, memory, attention, and graphic tasks that require mental manipulation of visual objects.

Some tasks can be used as effective method developing a connection between visual images and speech, which allows an adult to control this process. Classes can be conducted not only by specialists, but also by parents - at home, with their families, to prepare their child for school.

The set of exercises is aimed at:

• for the comprehensive development of the child’s visual perception in various types of activities;
• development of visual perception and recognition;
• development of color gnosis;
• development of concentration and switching of voluntary visual attention;
• prevention and correction of optical impairments in reading and writing;
• updating vocabulary, formation of the generalizing function of speech.

Literature

1. Lalaeva R.I. Disturbances in the process of reading acquisition in schoolchildren. M.: “Enlightenment”, 1983.
2. Osipova A.A. Diagnosis and correction of attention. M.: “Sfera”, 2001.
3. Tikhomirova L.F. Development of cognitive abilities in children. Yaroslavl, 1996.

Chirkina G.V., Rusetskaya M.N. “Visual simulator”. M.: “ARKTI”, 2006

Probably every person, be it a student, a student or an office worker, has had to deal with eye fatigue. An unpleasant burning sensation, a feeling of dryness, redness, tearing - all this is a consequence of reading or other activities that are tiring for our visual organs. In order to reduce eye strain, you should properly arrange your workplace, paying special attention to the degree and brightness of lighting. In addition, it is recommended to follow some rules, such as not reading while lying down and not sitting too close to the TV/laptop screen. Daily warm-up will also help maintain. This will not only relieve fatigue and distract you for a short time, but also prevent the gradual deterioration of vision. It is recommended to do an eye warm-up both during breaks between work or reading, and at any time. free time. It will take no more than 10-15 minutes. But this time will be invaluable for the health of your eyes. So, let's start warming up!

Each of us has undergone a visual acuity test at least once in our lives using tables from an ophthalmologist or online. Despite the advent of modern examination technologies, such a simple diagnostic tool still remains popular among ophthalmologists. In accordance with medical terminology, visual acuity refers to the ability of the eye to clearly distinguish between two points that are minimally distant from each other. The result is good if a person sees them with an angular resolution of one minute. Such vision is considered 100%, or they say that V=1.0. What is used to accurately check how well a person sees?

What types of tables are there?

This is the most famous eye diagnostic tool. This table, which most ophthalmologists use to check their vision, consists of 12 lines with letters of the alphabet. The size of the characters in each line decreases from top to bottom. On the left side, the letter “D” marks the distance from which a person with normal vision should distinguish the existing signs. It is 2.5 meters for the bottom row and 5 for the top. To accurately test your vision using the table, you need to know what symbols are used in it. On the right, the letter “V” indicates the value in conventional units, showing the sharpness when reading symbols from a distance of 5 meters (2.0 - if the bottom row is visible; 0.1 - if a person sees only the top row). Vision is considered normal (1.0) if a person sees the tenth line with each eye at D=5.0.

This is the ancestor of the Sivtsev vision diagnostic tool used in English-speaking countries. The table consists of 11 rows. At the top there is one large uppercase letter. The size of the rest decreases line by line from top to bottom. The check is carried out at a distance of 6 meters. Visual acuity in English-speaking countries is usually expressed as a simple Snellen fraction. In this case, the numerator indicates the number of feet to the table, and the denominator indicates the distance from which a person with normal visual acuity can read the symbols.

TableOrlova. This tool for diagnosing visual acuity is similar in principle to the previous ones. But it is used to test vision in children who cannot read. That is why, instead of letters, such an ophthalmologist’s vision test table contains various images. The size of the lines with pictures decreases from top to bottom. Acuity is determined in the same way as in the Sivtsev vision test instrument. It is considered normal when a child sees the tenth line from a distance of 5 meters with each eye. If he does not recognize the symbols of the top row from the specified distance, then they begin to bring him closer to the table and ask him every 0.5 meters if he sees the signs. They continue to check this until the child correctly names the pictures in the top row.

TableGolovin. This eye diagnostic tool consists of a standard set of optotypes. Such tables of visual acuity contain combinations of rings of equal height and width with gaps. It is considered normal when a person is able to distinguish two distant points with an angular resolution of one minute. The standard table for testing Golovin’s vision contains optotypes for determining visual acuity from a distance of 5 meters. In this case, the first 10 rows differ in increments of 0.1, the next two rows - in 0.5, and the additional three rows - in 1.0. The field also has two columns. On the left side, the letter D marks the distance from which an eye with 100% vision can distinguish the indicated symbol. The letter V, located on the right, indicates the actual sharpness if a person reads this row from a distance of 5 meters. A similar table can be presented either separately or in combination with a tool for checking Sivtsev’s visual acuity.

On the Internet, you can take a visual acuity test online, but you need to remember that no matter what table you choose, this will not replace classical diagnostics.

Main key areas: table for testing vision in children, Orlova's table, Golovin's table, how to test visual acuity, at what distance vision is tested, what is the name of the table for testing vision at an ophthalmologist, how to remember, what is the name of the table for testing vision at an ophthalmologist

STATE EDUCATIONAL INSTITUTION OF THE TULA REGION "NOVOMOSKOVSK SPECIAL (CORRECTIONAL) BOARDING SCHOOL FOR STUDENTS AND PUPILS WITH LIMITED HEALTH OPPORTUNITIES"

Literacy training

“Games and exercises that help junior schoolchildren memorize the graphic image of letters”

Performed:

Mironova K.Yu.

teacher primary classes

Currently, primary school teachers, when teaching children to read and write, often face the problem of difficulty in children memorizing the graphic image of letters. This may be due to children’s underdeveloped memory and attention, as well as insufficient motivation to learn. The work of memorizing letters can be made interesting and exciting for children if you use the following game tasks:

Laying out letters from sticks;

Laying out letters from strings;

Laying out letters from small pebbles;

Laying out letters from various seeds (beans, peas, seeds, etc.);

Modeling letters from plasticine;

Tracing the letter with your finger on velvet paper, first with your eyes open and then with your eyes closed.

By completing the above tasks, children reproduce the graphic image of letters with their own hands, which has a beneficial effect on the development of involuntary memory and children mechanically remember the image of letters.

You can also invite younger schoolchildren to make letters from their fingers:

Letter A: the index and middle fingers of the right hand are lowered down, the rest are clenched into a fist, and the index finger of the left hand forms a “belt”.

Letter O: the thumb and middle fingers form a ring.

Letter s: the thumb of the right hand is raised up, all the others are clenched into a fist, the index finger of the left hand forms a separate stick.

Letter C: the index finger and thumb of the left hand form a semi-oval.

Letter T: The index finger of the right hand is raised vertically, and the index finger of the left hand is placed horizontally above them.

Letter L: slightly spread the index and middle fingers of the right hand downwards, and clench the remaining fingers into a fist.

Letter P: the index fingers of both hands are lowered down, the tips of the thumbs are connected, the remaining fingers are clenched into a fist.

Letter M: close the tips of your index fingers, lower them down along with your middle fingers, and clench the rest into a fist.

Letter D: the index and middle fingers of the right hand are lowered down and spread to the sides, and the rest are clenched into a fist; the index finger of the left hand forms a “crossbar” under the fingers of the right hand.

Letter G: the index fingers of both hands touch the tips at right angles.

Letter b: the thumb of the right hand is raised vertically, and the remaining fingers are clenched into a fist.

Letter Ш: the thumb and little finger of the right hand are connected, and the index, middle and ring fingers are raised up.

Letter X: cross the index fingers of the right and left hands.

Letter E: the thumb and index fingers of the right hand form a semicircle, and the index finger of the left hand forms the “tongue” of the letter e.

Tasks on cards:

Find the letter you are studying among other letters and underline it.

Find words that begin with the letter you are studying.

Find the letter you are studying from letters written in different fonts.

Find the letter you are studying in various plot images.

Game "Stranger Letter".

The student has three letters printed on his card, two of which are already familiar and one is not. At the first stage of the game, the teacher names all the letters, at the second stage the student shows the letter being studied, at the third stage the student names all the letters.

Game "Bag".

The presenter has 5-10 (you can complicate the task by putting all the letters in the bag) plastic letters in an opaque bag. The presenter (teacher or one of the students) invites the players to choose a letter in the bag and, without removing their hand from the bag, guess, based on tactile sensations and their own idea of ​​the graphic image of the letters, what kind of letter it is.

Option 2 of the game: the presenter offers to find the letter being studied in the bag.

Game "deformed letters".

There are many variations of this game:

The rodents decided to feast on the letters and chewed off some parts of the letters. Guess what these letters were.

The letters were walking in the clearing, suddenly it started to rain and the letters hid under an umbrella. Determine by individual elements which letters are under the umbrella.

The cat sharpened its claws on the letters and scratched them. Guess what these letters were.

The letters travel on the bus and only the top of the letters is visible in the window. Guess what these letters are.

Guess which letters are hidden in the house by looking at some of the protruding elements.

The letters decided to ride along the river, after they got into the boat, only the upper part of the letters became visible. Guess what these letters are.

The fish found letters in the water and bit them. Restore the original image of the letters.

The letters went for a walk, but then a huge dog ran out of nowhere. The letters quickly hid from her on the tree. Guess what these letters are?

Pencils fell on the words and covered parts of the words. What words are hidden behind the pencils?

Letters play hide and seek. Guess which letters are hidden behind the cubes.

Flowers grew in the clearing. What letters did they turn into?

Often, in order to better remember the image of a letter, children need to analyze its component parts, i.e. what elements are included in this letter. The following tasks contribute to this:

By applying the above games and exercises in your practice, you can achieve positive results: children will remember graphic images of letters and will no longer confuse them.

Municipal budgetary preschool educational institution kindergarten 11 “Organization of work and interaction of specialists in the prevention of optical dysgraphia and dyslexia in preschool children with speech impairment” Prepared and conducted by: teacher-speech therapist N. Onishchenko, Novocherkassk

Optical dyslexia and dysgraphia are a hereditary predisposition, as a result of which the child inherits qualitative immaturity of the cells of the parieto-temporo-occipital and premotor-frontal parts of the cerebral cortex. - the action of various harmful factors in the pre- and postnatal period of development of the fetus and child, which leads to a delay in the formation of certain functional systems involved in ensuring the processes of reading and writing. -difficulties in establishing the lateralization process. The unsettled dominant role of one of the cerebral hemispheres leads to the fact that the leading hand is not clearly defined, which leads to a disruption in the analysis of space.

Difficulties that can suggest the occurrence of optical difficulties when reading and writing: a longer process of a child’s assimilation of the color and shape of objects, difficulties in differentiating and shading colors and their verbal designation, difficulties in perceiving and differentiating objects by external similarity, difficulties in recognizing contour images of superimposed objects on each other; difficulties in finding differences in images of objects; they do not always recognize and recall previously seen images of objects, plot pictures; delay in the development of orientation in own body difficulties in arranging objects in space, according to an image and according to verbal instructions; difficulties in determining the spatial position of parts of objects and images; difficulties in copying geometric shapes, patterns; difficulties in completing the drawing of an object to the fullest extent; long time mastering the skill of outlining, shading

When mastering letter symbols in preschoolers with speech impairments, the following are noted: a longer period of formation of a connection between a sound and its graphic sign; difficulty recognizing letters proposed in a stylized, inverted, dotted image, superimposed on each other; difficulty finding a given letter in a series of graphically similar ones; difficulty distinguishing graphically correctly; and incorrectly depicted letters, difficulty constructing letters from elements when reading, replacing sounds depicting graphically similar letters

Goal: Formation of visual gnosis (perception and recognition) based on the material of objects. Areas of work: Development of the ability to concentrate and switch visual attention (teacher-psychologist, educator)) Development of visual and visual-motor memory (teacher-psychologist-educator) Formation of spatial perception, visual-spatial analysis and synthesis, spatial representations (educator, instructor physical education) Formation of temporary orientations and ideas (educator) Development of hand-eye coordination (physical education instructor, educator) Development of finely coordinated hand movements (speech therapist, educator)

MAIN PERIOD System of work on optical dysgraphia and dyslexia with the interaction of specialists Goal: To form a generalized image of a letter in children and automate this skill on various graphic materials. Stages of work: The teacher-speech therapist begins work, the teacher consolidates it in correctional hours and in individual-subgroup activities. Development of letter gnosis, analysis and synthesis Automation of mixed sounds (letters) Differentiation of mixed sounds (letters)

Directions of work: Formation of the skill of finding letters among non-letter images Formation of the skill of recognizing letters written in a stylized manner Formation of the skill of recognizing letters written in different fonts Formation of the skill of finding letters in plot images Formation of the skill of recognizing dotted letters Formation of the skill of recognizing letters in graphically noisy conditions Formation of recognition skill letters inverted in space Formation of the skill of recognizing letters hidden in images of objects Formation of the skill of recognizing letters in overlapping conditions Formation of the skill of recognizing unfinished letters Formation of the skill of differentiating optically similar letters Formation of the skill of recognizing correctly and incorrectly written letters Formation of the skill of constructing and reconstructing letters from elements

Used literature: 1. Speech therapy: Textbook for students of defectology. fak. ped. universities Ed. L.S. Volkova, S.N. Shakhovskaya. - M.: Vlados, Kornev A.N. "Reading and writing disorders in children: Educational and methodological manual." - St. Petersburg: Publishing House "MiM" Baranova E.E., Razumovskaya O.K. How to teach your child to read. - M.: “Gramotey”, Volina V.V. ABC holiday. M.: “AST-PRESS”, Kovshikov V.A. Poems about printed and handwritten letters. 6. Kulikovskaya T.A. Letter workshop. - M.: LLC Publishing House GNOM "D", Zhukova O.S. “Simple and fun exercises for learning to read. 15 minutes a day" M.: Astrel. St. Petersburg: Astrel, Novotortseva N.V. Learning to read. Teaching literacy in kindergarten and at home. - Yaroslavl: Academy of Development, Paramonova L.G. Speech therapy for everyone. - M.: AST Publishing House LLC, Sadovnikova I.N. Violations writing and overcoming them junior schoolchildren. - M.: “Humanitarian Publishing Center VLADOS”, Solovyova E.V. You will learn to read. - M.: Vlados, 1994.

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1 Municipal government educational institution special (correctional) comprehensive school boarding school of the VIII type for students and pupils with disabilities in the village of Svetlopolyansk, Verkhnekamsk district, Kirov region. A collection of practical tasks and exercises for the development of visual perception of younger schoolchildren. Teacher psychologist MKOUS(K)OSHI VIII type p. Svetlopolyansk Medvedeva Elena Vitalievna 2011 1

2 1. Abstract A significant role in a child’s knowledge of the world around him is played by his sensations and perceptions. They create a concrete basis for getting to know what is around him, for the formation of thinking, and are necessary prerequisites for practical activity. In mentally retarded children, more often than in normally developing children, there are disturbances in the sensation of various modalities and, accordingly, in the perception of objects and situations. The collection presents exercises for the development of visual perception in children of primary school age. The collection may be useful to educational psychologists, teachers, and parents. 2

3 2.Introduction Currently, in the context of updating modern education The development of new pedagogical technologies that implement a focus on the development of the personality of a junior schoolchild and his individuality is acquiring great importance. There is a need for differentiated instruction, aimed primarily at developing students’ abilities. One of the main tasks facing the school at the new stage of its development is to equip younger schoolchildren with conscious, lasting knowledge, developing them comprehensively. The development of visual perception of primary schoolchildren is one of the most pressing problems of education. Every teacher understands that the development of visual perception is impossible without the development of thinking, which means that in order to ensure more successful development of visual perception, it is necessary to achieve main goal nurturing the comprehensive and harmonious development of the individual. Visual perception serves as the basis for successful implementation various types education: mental, aesthetic, physical and even moral, i.e., education of the personality of younger schoolchildren as a whole. Visual perception in younger schoolchildren is the development of perception and the formation of ideas about the world around them in which the younger schoolchild lives. Visual perception, on the one hand, forms the foundation of the general mental development of younger schoolchildren, on the other hand, it has independent significance, since full perception is necessary for the successful learning of younger schoolchildren at school, and for many types of work [Melikyan Z.A. ]. Knowledge begins with the perception of objects and phenomena of the surrounding world. All other forms of cognition - memorization, thinking, imagination - are built on the basis of images of visual perception and are the result of their processing. Therefore, mental development is impossible without relying on full visual perception. In the most general outline it denotes a certain complex of visual-mental relations of the subject to reality, as well as concrete visual methods of his creative behavior. The work of the “thinking eye” and “visual thought” determines the productive and active relationship between the seer and the visible, the horizon and the environment. Vision, realizing its potential, becomes in this case not so much by the mechanism of sensory scanning will accept the “external world”, but by a specific way of visual-mental ordering of the structure of reality. Of great importance is the formation in younger schoolchildren of ideas about sensory standards - generally accepted examples of the external properties of objects. The seven colors of the spectrum and their shades of lightness and saturation are used as sensory standards of color; geometric shapes and quantities are used as standards of shape, the metric system of measures [Wenger L.A.] 3

4 The assimilation of sensory standards is a long and complex process that is not limited to primary school age and has its own background. Mastering a sensory standard does not at all mean learning to correctly name this or that property (as not very experienced teachers sometimes believe). It is necessary to have clear ideas about the varieties of each property and, most importantly, to be able to use such ideas to analyze and highlight the properties of a wide variety of objects in a variety of situations. In other words, the assimilation of sensory standards is their use as “units of measurement” when assessing the properties of substances. Visual perception includes all types and forms of communication in primary schoolchildren with outside world. Therefore, visual perception is an integral part of any meaningful activity of primary schoolchildren organized at school; it is included in any form of educational work with them. Of course, in each of the aspects of general education, the visual must be pedagogically correctly organized and must sufficiently accurately take into account their characteristics and tasks. The importance of visual perception is determined by the fact that knowledge of the surrounding reality is based, first of all, on sensations and perceptions. We learn about surrounding objects and phenomena with the help of vision, touch, hearing, etc., and only on this basis can more independent processes such as memory, imagination, and thinking arise in the future. The perception of a primary school student with intellectual disability is characterized by narrowness, limitedness, and fragmented knowledge about the world around him. Students find it difficult to recognize objects that are in an unusual angle, find it difficult to recognize objects on contour or schematic images when necessary, especially if they are crossed out or overlap each other, do not always recognize and often mix up letters that are similar in design or their individual elements, and often mistakenly perceive combinations of letters, etc., which creates certain difficulties in learning educational material. The task of the psychologist is to help such children improve visual perception, form missing practical actions and transfer them from external actions to internal ones, thereby forming the basis for successful development. 4

5 3. Exercises for the development of visual perception of primary schoolchildren SECTION 1. EXERCISES FOR THE DEVELOPMENT OF PERCEPTION OF THE FORM OF OBJECTS, FOR THE CORRELATION OF OBJECTS BY SIZE 1.1 “Guess the figure” Task: the child is offered a set of geometric figures. On the board or in front of the child are images of a notebook, pencil case, eraser, paints, and sharpener. The child is asked to name all the drawn objects and choose a generalizing word for them. Then close your eyes and by touch determine what geometric figure the psychologist gave, answer the questions: -What object is similar to a triangle? (square, circle, rectangle) -What is it made of? 1.2 “Reproduction of geometric figures” Assignment: carefully examine the drawing, say which figure is located where, draw from memory. 1.3 “Show the path” Task: look carefully at the table of geometric shapes, help the hero of the fairy tale get along the path to the place he needs, to do this, show or cover with chips from left to right: a) all the triangles (squares, circles), b) all the shaded triangles (circles, squares). 1.4 Exercise “Geometric shapes” Children are offered cards with drawings consisting of geometric shapes (Appendix 1, Fig. 1) Students’ tasks: determine how many triangles, squares, circles, rhombuses, rectangles, etc. are on the cards. 1.5 Game "What's in the package." To participate in the game, children are divided into two teams. Teams must prepare in advance for the game. Members of both teams must bring 5-6 unusually shaped objects from home, wrapped in paper so that it is difficult to guess what is in the layout. All team members feel each item. For correctly named unwrapped item, each team is given a chip. 1.6 Game “Developing Observation” The players are divided into two teams, and the participants in the game are asked to write down as many objects as possible within 10 minutes, grouping them according to the following characteristics: shape, color, made from the same material, starting with the same letter. The teacher gives the task to make a list of items: red 5

6 colors, round, wooden, starting with the letter K, etc. For a longer list of items for each of the attributes, the team is awarded points. 1.7 Exercise “Complete the figures” The student is shown drawings in which various geometric figures are depicted with lines, but they are not completed. Ask your child to finish drawing them. 1.8 “Drawing by cells” Task: look carefully at the drawing, it shows a figure consisting of lines, draw exactly the same figure by cells, and when finished, talk to the child about how he drew it. 1.9 “From small to large” Equipment: cards with images of shoes of different sizes, nesting dolls, houses and other items. Task: arrange objects from smallest to largest “Compare by length, width, height” Equipment: images of objects of different height, width, length. The child is asked to show and name the longest (wide, tall) image, then the shortest (narrow, low). Place pictures (or a toy) on the longest (wide, tall, etc.) image “Name how many...” The child is asked to name how many triangles, squares, ovals, rectangles there are in the picture (Appendix 1, Fig. 2) 6

7 SECTION 2. EXERCISES FOR THE DEVELOPMENT OF COLOR PERCEPTION 2.1 Correlating objects by color: “Stars” Material: cards with colored stars in accordance with the number of children, colored chips of different colors (Appendix 2, Fig. 1) The child is given a card and colored chips. “Look at the card, there are colored stars there, these are “houses” for chips. Place each chip in its own house, name the color.” 2.2 Fixation by color saturation: “Boat” Equipment: cards with the image of a colored boat with the outlines of three circles (lights) and three colored circles (red in different shades: dark red, red, light red). The child is given a card and three circles: “Look at the boat, there are lights on it. Help “light the lights”: arrange the mugs on the boat from dark to light.” (Appendix 2, Fig. 2) 2.3 “Caterpillar” Equipment: green circles of varying saturation. (Appendix 2, Fig. 3) Assignment: arrange green circles of different shades from lightest to darkest. 2.4 “Sign table” Children are asked to show numbers of a certain color in ascending (descending) order over a certain time on a colored table. 2.5 Reproduction of various combinations from colored stripes, reminiscent letters P, N, Sh, T, etc. A thorough analysis is first carried out, during which children clarify how many stripes this figure is made of, what color it is, size, and how they are arranged. 2.6 “Identical letters” Distinguishing combinations of stripes by color, size and location. For comparison, no more than two combinations are taken: different in the arrangement of stripes, similar in color and size; stripes of different colors, similar in their location and size. For example: 7

8 SECTION 3. WORKING WITH OVERLAYED IMAGES AND NOISE 3.1. “Superimposed images” The child is presented with 3 5 contour images (objects, geometric shapes, letters, numbers) superimposed on each other. All images must be named. 3.2 “Hidden images” Present figures consisting of elements of letters and geometric shapes. You need to find all the hidden images. 3.3 Noisy images” Present contour images of objects, geometric figures, numbers, letters that are noisy, that is, crossed out by lines of various configurations. You need to identify and name them (Appendix 3, Fig. 1) 3.4 “Who will see more” Look at the picture, name all the animals that you managed to see. (Appendix 3, Fig. 2) 3.5 Find a fish, wolf, horse, snail, mouse, clown, praying man (Appendix 3, Fig. 3) 3.6 List all the tools shown in the picture (Appendix 3, Fig. 4) 8

9 SECTION 4. EXERCISE ON THE ABILITY TO GROUP OBJECTS BY SHAPE, SEPARATING A PART FROM A WHOLE, COMPOSING A WHOLE FROM A PART 4.1 “Assemble a picture” The teacher shows the child a picture of triangles of different sizes, types, colors. Task: lay out one of the drawings or find a triangle of the same shape in the drawing. 4.2 “Lay out from sticks” Task: lay out a pattern or silhouette from sticks according to the sample. 1st level of complexity patterns in one line, 2nd level of complexity simple silhouettes, consisting of 6 to 12 sticks, 3rd level of complexity, more complex silhouettes, consisting of 6 to 14 sticks 4.3 “Collect figures” Students are offered various combinations of colored stripes in the form of simple, familiar objects: a table, a chair, a Christmas tree, etc. It is established what this figure looks like, what stripes it is made of, what size and color it is made of. After this, the figure is divided into strips and then restored again according to the traces of analysis: 4.4 “Cut-up images” Present parts of 2 3 images (for example, vegetables of different colors or different sizes, etc.). It is required to assemble whole images from these parts. Options: they offer pictures with images of various objects, cut in different ways (vertically, horizontally, diagonally into 4, 6, 7 parts, curved lines). 4.5 Putting together pictures from puzzles. 9

10 SECTION 5. EXERCISES ON THE PERCEPTION OF THE SPATIAL LOCATION OF OBJECTS, DEVELOPMENT OF THE EYE METER 5.1 “What, where was it? And what has changed? The task is to show and name what or who is above under, above below, behind before, right to left of a given object or item. Explain what has changed. 5.2 “Who (what) where?” Task: look at the drawings and tell how the relative given objects are located, using complete sentences, using the words higher lower, closer further, right left 5.3 “Draw the figures” The child is asked to draw a circle on a sheet of checkered paper in the center, a square on the left, above the circle is a triangle, below is a rectangle, above the rectangle are 2 small circles, below the rectangle is a small circle. The child completes the task consistently. 5.4 “Cabinet” Material: a cabinet glued together from matchboxes with retractable drawers. In front of the child, a small toy is hidden in one of the drawers. After a minute, the child is asked to find her. Options: hide 2 3 toys at the same time; find a toy hidden in a drawer according to verbal instructions. 5.5 “Matches” Equipment: box of matches. Place matches on the table in the form of a peculiar pattern. The child must look carefully at the pattern. Then he closes his eyes and the pattern on the table changes. His task is to restore the pattern to its original form. 5.6 Listen carefully and draw. The teacher names geometric figures indicating their place on the sheet. Children must draw them in the indicated place according to the instructions (a triangle at the top left, a square to the right, a circle in the center, etc.). 5.7 Game “Measuring by eye” The teacher invites students to carefully look at some object. Then the children take turns drawing this object in full size on the board. The teacher evaluates the results by comparing the drawings with the object itself. The winner is the student whose drawing is closest to the original. 10

11 SECTION 6. EXERCISES TO DEVELOP COMPREHENSIVENESS OF PERCEPTION, IMPROVING VISUAL ANALYSIS 6.1 Recognition of contour or silhouette images of objects. - What objects are depicted? Name them (Appendix 4, Fig. 1) 6.2 Recognition of dotted or dotted images of objects, geometric shapes, letters, numbers. - What objects are depicted? Name them (Appendix 4, Fig. 2) 6.3 Search for differences in similar images. - Find the differences in these drawings (Appendix 4, Fig. 3) 6.4 Search for missing or inadequate details in subject or plot pictures (Appendix 4, Fig. 4) - What did the artist not draw? 6.5 “Find a patch” The child is offered a drawing of a rug, in which part of the pattern is cut out, and a set of patches. It is necessary to choose a patch with exactly the same pattern as on the rug. 6.6 Guessing objects or letters, numbers in unfinished drawings, recognizing them by individual characteristic details. 6.7 “Puppet theater” The leader stands behind a screen or curtain and for one second shows from the screen some object or doll to the children standing on the other side. The players must describe the object they saw. It is possible to show several things at once after the practitioners have had enough practice. 6.8 “Photographer” Children are invited to enter the room and quickly examine its surroundings, trying to get a good mental photograph of as many objects as possible, room size, height, wallpaper color, number of windows and doors, chairs, tables, toys, etc. Then the guys leave the room and describe what they saw. Next, compare the description with the original. eleven

12 SECTION 7. DIDACTIC GAMES 7.1 “What has changed?” The child is asked to look at several cards with letters (words, numbers, geometric shapes, etc.) and turn away (leave the room). The teacher removes (adds or swaps) cards. The child determines what has changed. 7.2 “Find the mistake” The child is offered a card with incorrect spellings: one letter of the word is written in a mirror (missed, an extra one inserted); examples: a calculation error was made, the number was written in a mirror, etc.; sentences are omitted or a word that is inappropriate in meaning (similar in spelling, etc.) is inserted. The child explains how to correct this mistake. 7.3 “Find the differences” Children are asked to look at paired pictures with signs of differences (cards of letters and numbers with different spellings, different images of the same geometric shapes, etc.) and find these signs of differences and similarities. 7.4 “Paired images” Present two object images that are very similar in appearance to each other, but have up to 5-7 minor differences. You need to find these differences. Options: paired toys are used; present an object and its image. 7.5 “Unfinished images” Present images with unfinished elements, for example, a bird without a beak, a fish without a tail, a flower without petals, a dress without a sleeve, a chair without a leg, etc. You need to name the missing details (or complete the drawing). Options: they present images in which only part of the object is drawn (or its characteristic detail), it is necessary to restore the entire image. 7.6 “Dot images” Present images of objects, geometric shapes, letters, numbers made in the form of dots. It is necessary to name them. 12

13 7.7 “Inverted images” Present schematic images of objects, letters, numbers, rotated by 180. You are required to name them (Appendix 5, Fig. 1) 7.8 “Memorize and draw” The child is asked to remember a series of 4 6 objects, and then draw them schematically . 7.9 “Letters” Offer several rows of randomly arranged letters of the alphabet. You need to find and circle with a pencil (or underline): all the letters I; all vowels; all the letters B are in one color, and all the letters P are in another color. “Find the letter.” In the text, the child is asked to underline the letter A with one line, all the letters N with two lines, and put a dot under the letter O. Game “The most observant.” Children are divided into two teams. The presenter attaches two reproductions of paintings to the board (for each team). For 5 minutes, the guys look at the reproductions, each team their own, trying to remember the details. The first team's reproduction is then placed so that everyone except members of the first team can see it. And the reproduction of the second team should be seen by everyone except members of the second team. Members of the first team are questioned in detail about all the details of their painting. And the members of the second team are asked in detail about all the details of their picture. The teams agree on the number of questions in advance. Which team answers all the questions more fully wins this game Game “Nonsense” Equipment: pictures with errors. Assignment for children: find the mistakes that the artist made in the painting Game “Pinocchio is learning” For this game you need to prepare a checkered notebook and a pencil. Pinocchio started drawing and did not finish the pattern, help him complete the task. Pinocchio copied the pattern, but made many mistakes. Compare the two patterns and find errors in Pinocchio’s work. Now draw the pattern without making mistakes. 13

14 7.14 Finding a combination of letters (numbers) among others. Find exactly the same group of letters among the others (Appendix 5, Fig. 2) 7.15 Comparison of letters (numbers) made in different types of printed and handwritten fonts. - What letters are written? How many are there? (Appendix 5, Fig. 3) 7.16 Identification of similar details in objects (geometric or alphanumeric material) and grouping them on this basis. - Divide all the letters into 3 groups. How are these letters similar? (Appendix 5, Figure 4) 7.17 “The box counts” To complete the task, you need to make a box of two sections, the partition in which should be below the level of the edge of the box. Place 10 peas (buttons) on the bottom and close with a lid. When the box is closed, the student shakes it, then opens it and looks at how the peas are distributed in both halves (1 and 9, 3 and 7, 5 and 5, etc.). Then he must sketch the location of the peas from memory, replacing them with circles and corresponding numbers that determine the number of peas in each part of “What’s missing?” Students complete the task in pairs. Each has a set of cards with numbers (for example, from 1 to 10 or from 10 to 20, etc.) One takes 4-5 any cards from his set and lays them out in front of his neighbor at a certain interval, For example, Another student from his set card player must take cards with the required numbers and put them in the appropriate places. Then the players change places “Word in a word” 7.20 Finding words with a certain composition in the text; consisting of a given number of letters, syllables; with an emphasis on a certain syllable, etc. “Unspell the word” (gamazin store, check the swing) “Make a word” The child is offered a set of letters, from which he needs to make several words. Options: a long word is proposed, other words must be made from the letters of this word. 14

15 References 1. Wenger L.A. Development of sensory perception in the process of education. M.: Enlightenment, Grigorieva L.P. Plasticity of the visual system and learning. Human physiology Melikyan Z.A. Organization of visual perception in primary schoolchildren. M.: Moscow State University named after. M.V. Lomonosov, p. 4. Nikolskaya I.M., Granovskaya R.M. Psychological protection in children. Peter, Special psychology: Textbook. aid for students higher ped. textbook institutions / V. I. Lubovsky, T. V. Rozanova, L. I. Solntseva and others; Ed. IN AND. Lubovsky. 2nd ed., rev. M.: Publishing center "Academy", Ignatiev E. I., Lukin I. S., Gromov M. D., Psychology. A manual for pedagogical colleges (schools). - M., “Enlightenment”, 1965 7. Metieva L.A., Udalova E.Ya. Development of the sensory sphere of children. Peter,

16 Contents 1. Abstract Introduction Games and exercises for the development of visual perception of primary schoolchildren Section 1. Exercises for the development of perception of the shape of objects, for correlating objects by size Section 2. Exercises for the development of color perception Section 3. Working with superimposed images and noise Section 4. Exercises on the ability to group objects by shape, isolate a whole from a part, compose a part from a whole Section 5. Exercises for the perception of the spatial arrangement of objects, development of the eye Section 6. Exercises for the development of meaningful perception, improvement of visual analysis Section 7. Didactic games Conclusion References Table of Contents Appendices 16

17 Appendix 1 Figure 1 Figure 2 17

18 Appendix 2 Figure 1 Figure 2 Figure 3 18

19 Appendix 3 Figure 1 19

20 Figure 2 Figure 3 Figure 4 20

21 Appendix 4 Figure 1 Figure 2 Figure 3 21

22 22 Figure 4

23 Appendix 5 Figure 1 Figure 2 23

24 Figure 3 Figure 4 24

25 . 25

26 26

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State Public Institution of Higher Education "Pokrovsky Orphanage" From work experience speech therapist teacher highest qualification category: Kirillova Natalya Ivanovna Dysgraphia - a partial violation of the writing process, in which

Let's play The period of preschool childhood is a period of intensive sensory development of the child, improving his orientation in the external properties and relationships of objects and phenomena, in space

We play at home with Dienesh blocks. Teacher-psychologist Sergeeva O.S. Logical blocks were invented by the Hungarian mathematician and psychologist Zoltan Gyenes. Dienesh blocks are a set of 48 voluminous, non-repeating

DIDACTIC GAMES IN ART D/I “Guess what happens?” Goal: To develop imagination, fantasy, creativity. Material: Sheet of paper, pencils. Assignment: The teacher invites one of the children to begin to portray