In children who are diagnosed with dyslexia in the middle of primary school or earlier, parents may notice emotional or behavioral problems accompanied by underachievement. If you are familiar with these issues, then you may be the parent of a child with dyslexia. Although it is an incurable condition that remains throughout life, there are ways to help children with dyslexia learn to overcome the difficulties associated with dyslexia and live very successfully.

Steps

Part 1

What is dyslexia and why is it important to diagnose it?

Watch your child who has difficulty completing reading tasks. For example, some parents realized that their son was having trouble reading when he couldn't do a little homework from kindergarten: Read rhyming words to your parents. Following the instructions given by the teacher, this is how the exercise went:

• Parent: "All the words on this list rhyme with "here." Say "here". Child: "Here." Parent: “The first word on this list is mouth; "mouth" rhymes with "here". Say "here, mouth." Child: "Here, mouth." Parent (by moving a finger to touch each word): "Which word is next? Here, mouth ... ”(touches the drawn cat). Child: "Cat." Parent: "No, it should rhyme: here, mouth, to ...". Child: "Kitty." Parent (annoyed): “You have to concentrate! Here, mouth, CAT. Say "w-o-t" Child: "K-o-t." Parent: “Now what is the next word? Here, mouth, cat, cr...” Child: “Bed”. Of course, he will never get to the next words - mole, raft, fleet or belly.

1. Learn how the brains of a dyslexic child work. Classically, dyslexia is associated with a person who "sees" letters and numbers in reverse direction, however, what is actually happening is much more serious and has to do with how the brain works. The dyslexic child has difficulty with "phonological recoding," that is, with the process of separating and putting words together by breaking them down into individual sounds and associating those sounds with the letters that stand for them. Because of how their brains translate letters into sounds and back, dyslexic children tend to read more slowly (less fluently) and make more mistakes.

   • For example, a boy is reading a book and sees the word "house" but does not recognize it at first sight. He tries to pronounce it, which, in fact, is the separation and translation of letters into sounds (dom = d-o-m). At the same time, the girl is writing a story and wants to write the word "house". She speaks the word slowly, then tries to translate the sounds into letters (d-o-m = house).
   • If these children do not suffer from a reading disorder, there is a high probability that both will succeed. But if one of them is dyslexic, the process of translation - from sounds to letters, or from letters to sounds - will not go smoothly, and "house" may turn into "mod."

2. Understand that dyslexia is not a problem of intelligence or effort. Unfortunately, many believe that children with dyslexia have difficulty reading because they are not smart enough or do not put in enough effort, but scientists have compared brain structures and reported that problems occur equally in children with low and high levels of intelligence. .

   • Dyslexia is not a sign of low intelligence and is not the result of a child not making an effort. It's just a difference in how some kids' brains work.
   • Parents and teachers need to be extremely patient with children with dyslexia. Impatience, irritation, or requirements that are greatly inflated compared to the student's real capabilities can lead to the fact that he will completely stop doing school assignments. It is already difficult for him to process this information, and the lack of support and encouragement will only exacerbate the problem.

3. Learn how psychologists diagnose dyslexia. To diagnose psychological disorders, psychologists use a manual on diagnostics and statistics. mental disorders. In this manual, dyslexia is described as a neurodevelopmental disorder in which a person has difficulty coding. Such people have difficulty understanding the relationship between the spelling of words and their pronunciation. Dyslexics have trouble matching written letters to their sounds (phonological literacy problem).

   Find out who is most prone to dyslexia. Recent studies show that dyslexia is a genetic disease and can be inherited. If any of the family members had dyslexia, then the child's risk is increased. If a child has other language-related problems, such as language delay, the risk of dyslexia also increases. Dyslexia usually manifests itself in early childhood but can also develop after brain injury.

   Realize the importance of diagnosing dyslexia. If not found in early age If left unaddressed, dyslexia can lead to serious consequences. Many dyslexics become juvenile delinquents (85% of America's juvenile delinquents have reading disabilities), drop out of school (a third of all dyslexic students), become functionally illiterate as adults (10% of Americans), or drop out of college (only 2% of dyslexic students graduate from college). ).

   • Fortunately, if dyslexia is detected and diagnosed in time, people experience improvement.

   Part 2

   How to spot the signs of dyslexia

   1. Observe if the child has difficulty reading and writing. Pay attention to reading difficulties that your child may have at an early age, even if caregivers or teachers say that there is nothing to worry about. You may notice that your child has more difficulty learning to read than their peers. Dyslexia also affects motor coordination, the ability to write legibly. Poor handwriting can be a sign of dyslexia. Since the learning process is based on reading and writing, a child may have problems with many or even all subjects.

      Watch for changes in your child's behavior. Difficulties with reading can make a child restless and irritable. If a child misbehaves in the classroom, teachers may assume that the cause of failure lies in indiscipline, instead of recognizing that the root of all problems is a learning disability. This confusion prevents the cause of dyslexia from being identified and treated, which can further exacerbate the problem.

      Pay attention to the self-esteem and emotional state of the child. You may notice that the child hates school, considers himself dumb or calls himself stupid. His classmates may do the same, which leads to communication problems. Your child may hate going to school because of pressure and anxiety about falling behind. Anxiety is the number one emotion experienced by dyslexic children.

      Consider disorders that have similar symptoms. Dyslexia can be difficult to diagnose because it has General characteristics with other disorders. Children with dyslexia react more slowly, cannot concentrate quickly, and may have difficulty organizing themselves and managing their space. This occurs in children with such disorders:

      Recognize the uniqueness of your child. Dyslexia in one child looks completely different than dyslexia in another. The disorder manifests itself in various forms and degrees of influence. This violation is purely individual, thereby making it difficult to diagnose. You may notice that the child has difficulty understanding when others are talking to him. Or he may have trouble forming and expressing his thoughts and ideas.

   Part 3

   What to do if you think your child has dyslexia

   Complete the online check with the questionnaire. There are several free online dyslexia checklists available. Have your child take tests so you can see if dyslexia is really at the root of their reading difficulties.

   Contact a specialist. If it seems likely that the child has dyslexia, show the results to a psychologist who can guide you in making a professional diagnosis.

   • You can contact a school or kindergarten psychologist or a local clinic.

   1. Contact a psychiatrist. These professionals can help manage the anger, anxiety, depression, and behavior problems that dyslexics often experience because of irritability. They are also invaluable support for parents concerned about the needs of a dyslexic child.

      • Find a mental health professional in the directory by talking to your child's pediatrician or psychologist. Ask on local Internet forums for parents who have children with special needs: they often know good specialists.

   2. Find out what learning options are available for your child. Since dyslexia is caused by how the brain processes information, it cannot be changed or "cured". But there are ways in which dyslexic children can be taught sound engineering so that their brain understands the basics of how sounds and letters are related to each other. This allows them to learn to read more successfully.

   3. Understand the importance of the emotional component. When your child's teacher is aware that he has dyslexia, he can change his approach to suit the child's emotional needs. For example, a child will not be put in a difficult position by being forced to read difficult texts aloud, which can cause tremendous stress and anxiety. Accordingly, classmates will not tease him.

      • Instead, the teacher should actively look for ways to highlight the child's strengths. So your child can feel what success is and meet the praise from peers, thereby increasing their own positive self-esteem.
   • Do not try to identify dyslexia without the participation of a pediatrician. Many conditions can contribute to developmental problems and some of them can mean serious health problems.

   Sources

   1. http://www.thelearningsolutionswf.com/misconceptions.aspx
   2. http://www.med.umich.edu/yourchild/topics/dyslexia.htm
   3. http://www.nih.gov/news/health/nov2011/nichd-03.htm
   4. http://dyslexia.yale.edu/EDU_signs.html
   5. http://www.learning-inside-out.com/dyslexia-in-children.html
   6. Signs of Dyslexia (Dr. Sally E. Shaywitz in Overcoming Dyslexia), reprinted by The Yale Center for Dyslexia & Creativity @ http://dyslexia.yale.edu/EDU_signs.html
   7. Dyslexia and Reading Problems (Kyla Boyce, RN) at http://www.med.umich.edu/yourchild/topics/dyslexia.htm
   8. Signs of Dyslexia (Dr. Sally E. Shaywitz in Overcoming Dyslexia), reprinted by The Yale Center for Dyslexia & Creativity @ http://dyslexia.yale.edu/EDU_signs.html
   9. Dyslexia and Reading Problems (Kyla Boyce, RN) at http://www.med.umich.edu/yourchild/topics/dyslexia.htm
   10. Common Misconceptions About Dyslexia Q&A at http://www.thelearningsolutionswf.com/misconceptions.aspx
   11. Dyslexia and Reading Problems (Kyla Boyce, RN) at http://www.med.umich.edu/yourchild/topics/dyslexia.htm
   12. Common Misconceptions About Dyslexia Q&A at http://www.thelearningsolutionswf.com/misconceptions.aspx
   13. Famous People With The Gift of Dyslexia at http://www.dyslexia.com/famous.htm
   14. Dyslexia and Reading Problems (Kyla Boyce, RN) at http://www.med.umich.edu/yourchild/topics/dyslexia.htm
   15. Dyslexia and Reading Problems (Kyla Boyce, RN) at http://www.med.umich.edu/yourchild/topics/dyslexia.htm
   16. Common Misconceptions About Dyslexia Q&A at http://www.thelearningsolutionswf.com/misconceptions.aspx
   17. NIH-Funded Study Finds Dyslexia Not Tied To IQ (National Institutes of Health, U.S. Department of Health & Human Services) at http://www.nih.gov/news/health/nov2011/nichd-03.htm
   18. Annual Research Review: The Nature and Classification of Reading Disorders--A Commentary on Proposals for DSM-5 (Margaret J Snowling & Charles Hulme) in Journal of Child Psychology and Psychiatry 53(5), May 2012, pp. 593-607.
   19. NIH-Funded Study Finds Dyslexia Not Tied To IQ (National Institutes of Health, U.S. Department of Health & Human Services) at http://www.nih.gov/news/health/nov2011/nichd-03.htm
   20. Annual Research Review: The Nature and Classification of Reading Disorders--A Commentary on Proposals for DSM-5 (Margaret J Snowling & Charles Hulme) in Journal of Child Psychology and Psychiatry 53(5), May 2012, pp. 593-607.
   21. http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm
   22. NINDS Information Page (National Institute of Neurological Disorders and Stroke) at http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm
   23. Annual Research Review: The Nature and Classification of Reading Disorders--A Commentary on Proposals for DSM-5 (Margaret J Snowling & Charles Hulme) in Journal of Child Psychology and Psychiatry 53(5), May 2012, pp. 593-607.
   24. Annual Research Review: The Nature and Classification of Reading Disorders--A Commentary on Proposals for DSM-5 (Margaret J Snowling & Charles Hulme) in Journal of Child Psychology and Psychiatry 53(5), May 2012, pp. 593-607.
   25. NIH-Funded Study Finds Dyslexia Not Tied To IQ (National Institutes of Health, U.S. Department of Health & Human Services) at http://www.nih.gov/news/health/nov2011/nichd-03.htm
   26. Dyslexia: Its Impact of the Individual, Parents and Society (Lamk Al-Lamki) in Sultan Qaboos University Medical Journal 12(3), August 2012, pp. 269-272.
   27. Common Misconceptions About Dyslexia Q&A at http://www.thelearningsolutionswf.com/misconceptions.aspx
   28. Common Misconceptions About Dyslexia Q&A at http://www.thelearningsolutionswf.com/misconceptions.aspx
   29. Dyslexia: Its Impact of the Individual, Parents and Society (Lamk Al-Lamki) in Sultan Qaboos University Medical Journal 12(3), August 2012, pp. 269-272.
   30. Dyslexia: Its Impact of the Individual, Parents and Society (Lamk Al-Lamki) in Sultan Qaboos University Medical Journal 12(3), August 2012, pp. 269-272.
   31. Signs of Dyslexia (Dr. Sally E. Shaywitz in Overcoming Dyslexia), reprinted by The Yale Center for Dyslexia & Creativity @ http://dyslexia.yale.edu/EDU_signs.html
   32. Characteristics of Dyslexia in Children (Natalie Hill) @ http://www.learning-inside-out.com/dyslexia-in-children.html
   33. A New Self-Report Inventory of Dyslexia For Students: Criterion and Construct Validity (P. Tamboer, H.S. Vorst) in Dyslexia 21(1), February 2015, pp. 1-34.
   34. NINDS Information Page (National Institute of Neurological Disorders and Stroke) at

Dyslexia is not as common as people make it out to be. According to the well-known pediatrician E. O. Komarovsky: true dyslexia is of a neurological nature, and the one we are facing arises from the fact that it is not accepted to read anything at all in the house!

To make it easier for parents to understand this disease and help the child in time, we will talk about the causes of this disease, its main types and symptoms. We will understand the methods of correction and methods of treatment of this disease.

Dyslexia is a chronic disease that causes problems with reading. It is often a concomitant syndrome with various disabilities of the child.

According to statistics, up to 15% of the world's population suffers from dyslexia. Boys get sick more often.

Children with dyslexia are talented in art, design, creativity, mathematics and programming.

Causes of dyslexia:

There are three causes of dyslexia. Unfortunately, scientists have not yet found an explanation for all manifestations of the disease.

Hereditary predisposition of the disease is perhaps one of the most understandable and studied manifestations of the disease.

The second factor that affects the onset of the disease is the clinical and psychological symptoms that occur during neurological diseases and developmental pathologies.

There is also a pedagogical approach to dyslexia - when there are no signs of pathology and disease of the body, but the symptoms of dyslexia are present. This reason is determined only with a thorough medical examination. Scientists have not yet been able to explain the manifestations of the disease in this case.

Types of dyslexia:

The classification of dyslexia was carried out by the teacher-professor R.I. Lalayeva.

There are 6 types of the disease:

Semantic, manifested in a violation of the understanding of the words, sentences, text read with technically correct reading, i.e. the word, sentence, text is not distorted in the process of reading.

Optical, manifested in the difficulties of assimilation and in the mixing of similar graphic letters and their mutual substitutions. Allocate literary optical dyslexia and verbal.

Phonemic, there are two forms.
The first form is a violation of reading, where the replacement of sounds occurs (b-p, d-t, s-sh, f-sh).
The second form is the pathology of reading, which is caused by letter-by-letter reading, distortion of the sound-syllabic structure of the word. Distortion of the sound-syllabic structure - in the omission of consonants during confluence (mark - "mara"); in insertions of vowels between consonants during their confluence (pasla - “pasala”); in permutations of sounds (duck - "tuka"); in omissions and insertions of sounds in the absence of a confluence of consonants in a word; in gaps, permutations of syllables (shovel - “lata”, “lotapa”).

Mnestic - difficulty in mastering letters, in their undifferentiated substitutions.

Agrammatical dyslexia. With this form of dyslexia, the following are observed: a change in case endings and the number of nouns (“from under the leaves”, “at the comrades”, cat - “cats”); incorrect agreement in gender, number and case of a noun and an adjective (“an interesting fairy tale”, “fun for children”); change in the number of the pronoun (everything - "all"); incorrect use of generic endings of pronouns (“such a city”, “our rocket”); changing the endings of the third person verbs of the past tense (“it was a country”, “the wind rushed”), as well as the forms of tense and aspect (flew in - “flew in”, sees - “saw”).

Tactile dyslexia usually occurs in blind children.

How do you know if a child has dyslexia?

First of all, you need to know that the diagnosis of "dyslexia" is made to a child only after 8 years. All those errors in reading and writing that he makes before this age can be banal learning to read. But if these mistakes remain even after 8 years, and the child does not want to correct them, think about the manifestation of the disease.

Symptoms of dyslexia:

There are many signs of dyslexia. Every child has their own way. But we will try to highlight the symptoms that are more common than others, and divide them into basic and additional.

Main:

Frequent rubbing of the eyes, reading from an unnatural angle.

Bringing the book closer to the eyes while reading. In this case, visual impairment in other cases is not observed.

Reading with one eye or closing the eyes one at a time.

Complaints of fatigue, headache, unwillingness to do homework related to reading.

Omission of sounds, words, phrases when reading, breaks in the voicing of the text.

Difficulties with understanding the text, absent-mindedness, inattention, inability to retell what was read, misunderstanding of its individual sections.

Associated problems with handwriting, learning to write, spelling words with non-standard errors.

Additional:

These symptoms are not always signs of a disease. If you notice one of these symptoms in your child, do not rush to the doctor, watch him. And only when several points from our list converge, it is worth contacting specialists:

Difficulties in reading with generally normal or good intellectual and physical development. Inconsistency of reading results with the norm of age, despite the fact that the general speech development proceeds normally.

Problems with evaluating written information, images that are not related to visual impressions.

Minor or well-marked incoordination in space, slow or clumsy movements.

Difficulties with mastering spelling and calligraphy.

Misrecognition of words when reading, misunderstanding of the text.

Methods of correction and treatment of dyslexia:

A child with dyslexia may have extraordinary abilities. But his emotional maturity lags behind his age. It is impossible to get rid of dyslexia once and for all, but it can be corrected, help the child independently control his condition and protect him from rejection by his peers. With the correct correction of dyslexia, he may not differ from classmates, but when stress or illness occurs, errors in writing and reading increase.

Starting the correction of dyslexia, first of all, you need to undergo an examination, diagnosis, get recommendations from specialists, individual for each child.

The correction methods that we will consider apply to those children who are clinically healthy and have not been diagnosed with a mental illness. Correcting dyslexia is about building the missing connections in the brain.

To help your baby, it is important to understand that such children are characterized by figurative thinking, for him thoughts are, first of all, pictures. It is difficult for a kid to express his ideas in words, for him these are just sounds that he gets tired of. From here it seems that the child does not understand you well. Sometimes it is precisely because of this feature that the speech of a dyslexic child is monosyllabic, inconsistent, and it seems that the child has a poor vocabulary. Often dyslexia is a concomitant disease of the diagnosis "ADD" (attention deficit disorder). Try to describe "La Gioconda" in words. Experienced confusion? The dyslexic child feels the same when he needs to communicate his thoughts.

You need to start correcting the disease with the development of speech and an increase vocabulary child. But you can’t explain everything to such a child in words, for him it’s just sounds. He needs images, which means that everything needs to be shown to the parent: objects, signs, actions. It is important for the child to use his life experience in the future, and it is the duty of the parents to give him this experience. I advise you to stock up on dictionaries: explanatory, antonyms, synonyms, proverbs and sayings.

The development of speech for a child with dyslexia and his parents is a way of life. First, the baby needs to be taught not only to read, but also to understand what they read. There can be several meanings in one word, and all these meanings must be conveyed to the child. Subsequently, difficulties may arise with mathematics, music and other subjects where it is difficult to imagine the image.

When correcting dyslexia, it is very important not to force the child to read. This can cause him hysteria, headache, nausea, tears.

Visual information is important for a child, so read it yourself, turn on various audio fairy tales and encyclopedias in audio format. It helps a lot to attend various performances and performances.

It is especially helpful in correcting sports, it can be exercises for coordination of movements and balance. Wushu, qigong, yoga, trampoline are suitable here. Breathing exercises will help the child calm down and give strength to further fight the disease.

Effective methods for correcting dyslexia in younger students

Ronald Davis method

Doctor R. Davies is the author of a method for treating dyslexia, he himself suffered from this disease and successfully coped with it. According to the doctor, dyslexics are gifted people who have a rich imagination. This disease was also observed in A. Einstein, Walt Disney, W. Churchill and many other famous personalities who achieved such success not because of dyslexia, but rather thanks to it. This is how R. Davis describes this disease in his book The Gift of Dyslexia. What is his methodology?

The essence of the technique: to help the child start his brain by "turning off" disorientation and learn to perceive the world around him without distortion. This technique helps children fill in the gaps in memory and teach the perception of letter forms. In 99% of cases, the R. Davis method helps children get rid of dyslexia.

The indisputable success of the technique is also proved by the reaction of children who go to classes with pleasure. According to the guys themselves, they are understood here and speak the same language with them. Children step by step move forward, master the keys of the technique and open one door after another to a new world.

Kornev's technique

A. N. Kornev developed a methodology for the early diagnosis of dyslexia in children in 1982. He proposes to fight the disease through certain tests, such as:

• row speaking;
• rhythms;
• subtest "repetition of numbers";
• fist-rib-palm.

Prevention of dyslexia:

For the full development of the child and to exclude the possibility of dyslexia, children need to be engaged from an early age. These should be various activities in a playful way, developing speech, writing, fine and large motor skills, increasing vocabulary.

Games help the development of mental abilities in children, and also teach them to think, analyze, and navigate. At the initial stage, training should consist of demonstrating images: animals, objects, letters and words. Visual information is perceived by a child more easily with this form of learning. All these images are stored in memory, and in the future there will be no such problems as dyslexia. Even in children's preschool institutions children's education is based on the demonstration of visual materials.

Games for the prevention of dyslexia:

Compiling a sentence from words: the sentence should be easy, each word is written on a separate card. The parent voices the sentence, shows it to the child, and then shuffles the cards and invites the child to reassemble the sentence correctly.

"We write aloud." The game consists in writing an excerpt from a child's favorite work under dictation. The main condition is that you like the passage.

To develop phonetic abilities, play the game "Find the word" with your child. You have to prepare different pictures and sign them with back side. Naming the word, the child must find the corresponding picture. For example, a tree or the sun. And you can also collect syllables. Write the names of animals in syllables and ask the baby to add the words. For example, "so-va" or "so-ba-ka".

These games will help parents teach their child to write and read without losing interest in learning in the future.

Dealing with dyslexia is possible. Parents need to be patient, and the child will need support, attention and participation. Regular classes of the baby with parents and specialists will help to correct the disease and teach them to live a full life, not differing from their peers.

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  There were ten vacancies in total, and in order to apply for one of them, the child must be under thirteen years of age and must be fond of games, science kits, dolls and cars, as well as be able to share their impressions about them in a lively and interesting way.
  To propose their candidacy, applicants (or their parents) must fill out a special form on the site and send a thirty-second video in which the child talks about his favorite toy. Successful candidates, selected by a panel of judges, will receive a year's supply of toys from Aldi and the job of testing and evaluating the toys received.
  “This is a great opportunity for kids to do what they do best anyway – play with toys!” says Julie Ashfield, Purchasing Director, Aldi UK. Applications have already been accepted, which means that very soon ten lucky ones will be determined who will be able to play toys at a professional level.
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  1. Hour, day, week without gadgets
  In English, a new term has recently appeared to refer to how smartphones prevent people from communicating live - technoference (from the words technology - "technology" and interference - "interference, interference"). Research shows that they really rob us of the enjoyment of face-to-face conversations, we are constantly distracted and not included in what is happening in reality.
  You can start small: just study the statistics of screen time, both for children and your own (of course, together). The numbers may surprise you - really social media can they eat that much? Not to mention messengers.
  To stop impulsively reaching for your smartphone every five minutes, you can at least set aside an hour when no one in the family uses phones
  Instead, oh horror, you communicate. You play those same board games (if you want), read, walk, go to the movies and, in general, have a good time. But only without gadgets. Voluntarily, of course. For the experiment, you should choose not a busy weekday, but a weekend, when in reality a smartphone is not needed every minute.
  And it is also important to postpone them during joint breakfasts and dinners. So there will be more topics for conversation, and less awkward silence. You will soon find that an hour or two is fine without checking Facebook, and funny faces can live without Instagram.
  A week is a test for the brave. The easiest way to survive it, for example, is on vacation (yes, we remember about Instagram, but you probably have “just a camera” somewhere in your closet).
  2. Children at work
  At the end of April, in many countries, parents take their children to work with them to introduce them to colleagues, talk about their responsibilities, and, of course, feed them in the office canteen or order pizza. What for? Are children interested in this? Of course yes!
  For some adults, what their parents do is forever a mystery. Think about how you answer the children's question, "What did you do at work?" It is unlikely that these answers form a real picture of the world. But such events are very close, because they open the door to the adult world, which is so interesting for children.
  Unfortunately, in Moldova, not everyone will be able to bring a child to work, many have irregular working hours, many offices are not at all eager to accept those who stomp, run and ask strange questions. Here we have a lot to learn from the Swedes. Not so long ago, the country was recognized as the world leader in work-life balance: maternity leave there can be taken not only by mothers, but also by fathers; the majority of the population works flexible hours and does not use babysitting services. So it is much easier to tell and show what parents do.
  3. Video games
  Do not rush to scroll further if your child does not stick for hours in Minecraft and does not spend all his pocket money on surreal images in Fortnite. Video games are often criticized for the fact that they allegedly provoke aggression, interfere with sleep, and indeed are a real evil. Is it really? Controversial question. Perhaps the multimillion-dollar fees of e-sportsmen and streamers will convince you that if you play consciously and thoughtfully, you can get at least a lot of pleasure from them, and even benefit.
  Here are just a few ideas:
  Let off steam after a hard day at school or at work - arrange a family championship or a series of duels in a fighting game. Much more fun and useful than saving negative emotions. Go on a journey through time - a trip to the sea in Greece, Turkey or Egypt can be much more exciting if the whole family first goes through one of the parts of the Assassin's Creed series. Looking at the Parthenon is much more interesting if you visited its top a week earlier. Arrange your championship - and not only in football. Today you can play detailed simulations of basketball, tennis, golf, rugby and other sports. At the same time, you will understand the tricky rules. 4. Family series
  Streaming services like Netflix and online movie theaters are available on all more or less smart TVs, not to mention computers and smartphones. Set aside time when the whole family can quietly gather around the screen and watch their favorite series or show. This cinephile club has one important rule: no one cheats and does not watch the next episode before the rest. Otherwise, what's the point?
  What to see?
  "Gravity Falls" - if you have not heard about this animated series, and the children have not yet had time to get bored with retellings of their favorite series, you are very lucky. A pair of twins - Dipper and Mabel - were sent to visit their uncle in a remote town for the summer, where mysterious events in the spirit of Twin Peaks take place every now and then. Bright art, adult themes, witty jokes - mix, shake, watch three seasons avidly. "Stranger Things" is an exciting, beautiful and simply nostalgic series, which managed to acquire cult status already in its third season. No wonder, because the mysterious atmosphere of a provincial town, on the outskirts of which a portal to a parallel world is opened in a secret laboratory, to put it mildly, contributes to immersion. The main characters are children, but their adventures are the most adult ones. “On the other side of the fence” - this cartoon will not last long (only ten episodes of 11 minutes each), but it’s better not to come up with an evening fairy tale. Brothers Greg and Wirth, along with a frog named Jason Funderberker, are looking for their way home through a dark magical forest. The creators spoke witty and subtle about important and complex topics, so the mini-series' high rating is well deserved. Lemony Snicket: 33 Unfortunates is an adaptation of the legendary children's book series starring Neil Patrick Harris as the charismatic antagonist Uncle Olaf. The story of the misadventures of three orphans left in the care of an insane relative does not indulge the viewer with unexpected twists and turns. Nevertheless, the magical surroundings and phantasmagoric scenery invariably keep you in suspense.
  5. Joint planning
  A situation familiar to many parents: we went abroad, to another city, or just got out to the center on the weekend, and the child is not interested, bored, he wants to go home or at least eat. Why is that? Isn't he interested in anything? If only to sit at the computer or in the smartphone longer! Unfortunately, it's not quite like that.
  Most parents plan vacations, vacations and even weekends themselves, without taking into account the opinion of the child, for whom everything seems to be started
  In order for all family members to enjoy joint leisure, it is worth connecting children to decision-making, no matter how old they are. Ask, share your opinion, give advice, but let the child make at least some of the decisions. Not only will it teach him independence and help him become more responsible, such vacations can really be a dream vacation.
  The child really wanted to ride horses, but he did not like it? Let's draw conclusions together! Parents didn't want to play laser tag, but their daughter insisted, but did they like it in the end? Adults, draw your own conclusions!
  mel.fm
  

  

  

  Snow angels are special angels who make sure that there is snow in winter. For a long time they had little work, because the snow itself fell out, as it should. But the world has changed, and global warming has come. The snow didn’t exactly disappear from this, but began to fall unevenly - it will fall there, it will melt here.

  And not all living creatures were securely covered with fluffy white blankets for the winter. Therefore, the Snow Angels had to leave their angelic halls and descend to the ground in order to keep order on the spot.
  They came up with the idea of ​​pressing snow to the ground, in much the same way as pinning sheets of paper to the board with buttons. Then he lies in place and does not go anywhere.
  By the way, people can see the Snow Angels at work. But they do not guess either about the mission of this people, or about its real name. Therefore, people call the Snow Angels in their own way - “snowmen”.

  And according to an old legend, at the end of the 15th century, around 1493, the inhabitants of Florence, waking up in the morning, found that the city was littered with snow that had been falling all night.
  The young ruler of the city, Giovanni di Lorenzo di Piero de Medici, asked his 18-year-old friend to build a snowman in the courtyard of his palace. The young man was none other than the Italian sculptor, architect, poet, Michelangelo Buonarroti.
  In honor of such a sweet holiday, the editors have collected cute photos of the Snow Angels.

  Lemonade style
  

  

  Based on the opinion of psychologists, we figured out what phrases spoken about children today can affect the principles of their perception of life for many years to come.
  "You can be whoever you want"

  It is wonderful to support children in their hobbies and goals for the future in every possible way. However, the over-ambitiousness of children, as studies have shown, can have a negative effect. It is important to convey to your children that they should have a backup plan in case they fail to achieve their career dreams. Not every child can become a talented surgeon, astronaut or football star, even if they work hard to achieve their goal. And that's completely normal.
  The task of a parent is to raise a child to be a realist, teach him to set achievable goals and prepare him for disappointment in life.
  "Do through I can't"
  In case of physical activity such instructions may harm the child. Most often this concerns parents who are trying through their children to realize their unfulfilled dreams, for example, to be a ballerina or a sports star. Excessively intense training threatens with injuries that can cancel out your child's future. Teach him to listen to his own body and respond to pain and discomfort in time.
  "You are all like a father / mother"

  There is nothing wrong with comparing children with any of their relatives in a positive way. But most often such phrases are negative. Moreover, the behavior of not only the child, but also the parent is criticized. This confuses children and forces them to choose the side of mom or dad, to strive to please one of them.
  "You are the best / You have no equal"
  Even if you say such phrases with the best of intentions, idealizing a child can have negative consequences for his self-esteem. This leads to the fact that children are hesitant to try something new, afraid that they will fail and not live up to the expectations of their parents.
  "Eat broccoli / spinach / cauliflower, it's very healthy"

  According to researchers from the University of Chicago, for children, the word “healthy” eventually becomes synonymous with the word “tasteless”. Because of this, they may refuse any healthy food without even trying it. If you want your child to eat, for example, cauliflower, it is better to say that it is tasty and crispy.
  "Don't hit sister/brother"
  When we are overwhelmed with negative emotions or anger towards a particular person, this is completely normal. Both children and adults are often unable to control their feelings, but we can find a way to manage them. This is what a child needs to be taught - to accept emotions and control their reaction to them. The phrases “do not beat your brother” or “do not hurt your sister” without explanation are not enough. Not a single child will answer them: “OK, I won’t!”
  Try to convey to your children that they should not suppress their emotions, but it is wrong to direct them to cause physical harm to loved ones. Invite your child to throw the negativity onto a pillow or toy, draw a picture of their feelings, or simply describe them in words.
  "Don't get upset over bullshit"

  Don't underestimate your child's problems. Perhaps for him this is not nonsense at all, even if it is a question of a lost toy. Showing children neglect, you can lose confidence in them, and this threatens that, as adults, they will not come to you for advice or help if the problem is really serious.
  "Let me help you"

  The ability of a child to recognize when he really needs help and when he can manage on his own is one of the most important skills that we must acquire at an early age. Many parents anticipate their children's needs, for example, by helping them with homework they could do themselves. In adulthood, such people then hardly take on a new job for them, fearing failure.
  "Don't touch it - you'll break it!"

  If you constantly repeat this kind of phrase, it will lead to the fact that the child will become constrained and insecure. After such words, the baby will most likely drop or break the thing, because you have set it up for such an outcome in advance. In adulthood, this person may be afraid to build a career - he will be sure that he will not succeed, which means that it is not worth starting. If you are afraid that the child may break or spoil some valuable thing, it is better to say: “Be careful with this. I'm worried that it won't break."
  "You're so clever!"

  At first glance, this phrase seems like a good way to praise a child, but it can convince him that it is not necessary to make an effort to achieve success, because he has a special talent or intelligence by nature. It is better to encourage the work and efforts of children, and not their qualities. For example: “You worked so hard on this project”, “I believed that you would succeed, because you spent so much time and effort on the task.”
  "Mom doesn't cry, it's okay"
  In an attempt to protect their child from the experience, some parents put on a happy mask in front of him and pretend that everything is fine when they themselves are overwhelmed with emotions. However, children are very sensitive to falsehood, and it frightens them. If you suppress negative emotions and imitate positive ones, this will worsen not only your well-being, but also your relationship with your child. You do not have to tell him everything that happened, but it is important for children to show by their own example that they should not be ashamed of their own feelings.
  "Don't Talk to Strangers"

  In the case of young children, this concept is too complex to understand. In addition, they may begin to shun all strangers, including those who try to help them, such as police or firefighters. Instead of forbidding the child to talk to any passers-by, it is better to explain how to behave in specific situations, for example, if some suspicious man offers them candy and calls them to his house.
  Does your child often hear similar phrases from you in his address? What other words of parents do you think are detrimental to the child's psyche?
  adme.ru
  

• Dyslexia - types, signs and treatment of the disease in children

Dyslexia is a violation of the ability to read while maintaining the general ability to learn. This specific disorder is of a neurological nature.

In the past, dyslexia was a general term for an individual's learning disability. Currently, this term describes speech therapy and clinical-psychological disorders of reading skills.

Dyslexia is called the "disease of geniuses."

Causes

Classification

There are several classifications of dyslexia, which are presented in the following tables.

Species classification

View	Description
Dyslexia injury	Occurs after brain injury
Primary dyslexia	Hereditary, more common in boys
Secondary dyslexia	Caused by a violation of the hormonal background in the early stages of ontogenesis
visual	A person cannot write letters and numbers in the correct order
"audience" dyslexia	Associated with hearing, there are difficulties in recognizing sounds and groups of letters
Dysgraphia	The child has difficulty writing letters

Form classification

Forms	Description
Phonemic	Associated with the underdevelopment of the phonemic system, sound-letter analysis
Semantic	The person does not understand the words and sentences read
Agrammatical	Due to the underdevelopment of the grammatical structure of speech.
mnestic	It is difficult for a person to remember all the letters
Optical	Confuses graphically similar letters
Tactile	Blind children find it difficult to tactilely identify letters from a special alphabet

signs

Dyslexia in adults has symptoms of varying severity, depending on the cause of the disorder. A person suffering from dyslexia cannot quickly and correctly recognize words, read, he often makes spelling mistakes. The individual does not have a full-fledged phonological component of the language. With dyslexia, memory and attention can suffer, but, as a rule, this is due to a violation of interhemispheric interactions. With this violation, there may be a deficit of reading experience. The understanding of the text is often impaired. Intelligence in this violation is preserved. The individual reads with errors, trying to guess what is written from the first syllables.

A person often does not understand what is written in the text, it is difficult for him to retell what he read. Reading is given with great difficulty, he gets tired and irritated very quickly. Such people make a number of grammatical or spelling errors when rewriting a simple text, they hardly manage to correctly write a word perceived by ear. An individual with this neurological disorder has many problems with handwriting, cannot complete a written task in a short time. Dyslexia and dysgraphia leave an "imprint" on the character, a person is characterized by increased emotionality, very irritable, makes impulsive mistakes. Very often the disease is accompanied by emotional instability. Character traits may show a strong sense of justice or a refined aesthetic taste. The dominant function of the right hemisphere can manifest itself in the form of impaired coordination of movement.

Manifestations in children

Dyslexia in children is manifested in poor school performance. They have various neurological behavioral disorders: nervousness, anxiety and hyperactivity. Children with dyslexia are tearful, may be depressed for a while, then abruptly turn into agitated.

Such children have a delay in speech development. They have great difficulty in remembering letters, numbers, colors. They confuse letters with the same configuration, have difficulty combining sounds, and cannot rhyme words.

A child with dyslexia can change the order of sounds in words. Dyslexia in younger students is manifested in the fact that they cannot break the word into syllables, they incorrectly name words into letters of the alphabet. Children with dyslexia hold a pencil or pen in a special way. Very often, dyslexia is combined with dysgraphia.

"Star fever

Many stars of show business and cinema suffered from dyslexia. At school, teachers and peers considered them mentally retarded. However, over time, this neurological disorder did not prevent them from becoming famous actors, directors and screenwriters. The parents of the stars did not even realize that their child could not read or write, because he had neurological problems. For some people, the diagnosis of dyslexia prevented them from graduating from school, but they were able to take place professionally and realize their creative abilities. Many celebrities visit speech therapists to correct speech problems and eliminate its defects.

Here are some examples from the biography of stars with dyslexia:

Survey

Examination of a child aged 5-6 years reveals the symptoms of the disease. The child is tested as a result of which it turns out how the child reads and whether it corresponds to age norms. All tests are carried out in the form of a game in order to exclude the occurrence of psychological discomfort in the child. He is tested for hearing and the ability to reproduce the sounds he hears. The specialist checks which of the child's sensory systems works better: visual, tactile or auditory. If testing is not carried out at school, then parents should support their child, set it up correctly, and explain the importance of the study. Before school, the child must be examined by a speech therapist and psychologist, who fill out a special form of characteristics.

At school, once a semester, she conducts a Davis questionnaire to identify hidden creative abilities in children. To realize the creative gift of a child at school, it is necessary to give more free topics, hold competitions, and constantly push for “great things”.

Treatment

It is necessary to treat dyslexia with a speech therapist, psychologist and psychiatrist. Types and methods of correction of dyslexia depend on the form and type of the disease. Children need to develop functional reading skills. Direct and indirect word recognition training is used. Direct teaching includes special phonemic methods, which are used separately from the program for teaching reading. Indirect teaching includes a reading program and phonemic methods. In the treatment of dyslexia in children, programs are used for a complex effect on all the senses: visual, tactile and auditory. The child is taught the skills of highlighting the constituent parts of a word or components to understand the text. It is not always possible to completely cure dyslexia, but it is possible to minimize its manifestations.

This problem is sometimes called dyslexia, and sometimes a specific reading disability. Both of these expressions mean the same thing.

Dyslexia is a disorder that causes a child to have difficulty learning to read, much more severely than would be expected based on their general level of development. If the problem can be fixed by buying new glasses for the child, then this is not dyslexia. If the problem can be solved by relieving the child of Attention Deficit Hyperactivity Disorder (ADHD) or an emotional disorder, then here, too, we are not talking about dyslexia.

Some dyslexic children swap letters when writing or complain that their eyes get very tired when reading. These problems are a consequence of dyslexia, not its cause. Children without dyslexia often experience the same phenomena. Many children under the age of 7-8 rearrange the letters - and this is completely normal.

Other types of learning disability. A child may lack one or another ability necessary for successful learning. Below is a brief list of abilities and the consequences that are observed in their absence.

• Reading. Children should be able to convert written symbols (letters or groups of letters) into the corresponding sounds, and then put them into words they know. The inability to operate with sounds underlies most cases of dyslexia.
• Letter. Children should write letters automatically, without thinking about their style. If the child has to stop and think about each letter, the pace of writing slows down significantly, and the handwriting becomes unstable. The child will not have time to complete written work.
• Mathematics. The ability to operate with the simplest arithmetic operations - addition and subtraction - is associated with the ability to represent objects in space and evaluate their number. If the child experiences difficulties at the same time, then the result may be dyscalculia, that is, a specific inability to do mathematics.
• Memory. The ability to remember includes receiving information, retaining it, and giving it out at the right time in response to a question posed, for example, “Who invented the electric light bulb?”. Problems at each of these stages - information input, storage and output - cause learning disabilities.

There are many other specific abilities and skills that can be a problem. These include, for example, understanding of oral speech, the ability to systematize objects, the ability to coordinate their movements, and so on. Often the child has difficulty doing more than one of these activities at once (although some other skills may be better developed than others).

None of us is equally strong in all areas. If the difference between the skills we excel at and the ones we lack is too marked, then this may be what is called a learning disability.

Dyslexia is a general term for a primary reading disorder. The diagnosis is made on the basis of an assessment of intellectual activity, educational environment, speech and language, medical and psychological data. Treatment primarily aims to manage education, consisting of word recognition instructions and skill components.

There is no generally accepted definition of dyslexia, so the incidence has not been established. An estimated 15% of public school students receive special instruction due to reading difficulties; about 1/2 of these children may have persistent reading disorders.

The inability to learn the language rules of printed language is often seen as part of dyslexia. Affected children may have difficulty identifying root words or word stems, the sequence of letters in words.

Reading problems other than dyslexia are usually caused by difficulty understanding language or low cognitive ability. Visual perception problems and abnormal eye movements are not dyslexia. However, these problems can interfere with further verbal learning.

Causes of dyslexia in children

Phonetic processing problems cause impairments in discrimination, association, memorization and analysis of sounds. Dyslexia can affect the production and comprehension of written language, which is often limited by auditory memory, speech, naming, or word-finding problems. Underlying weaknesses in oral speech are also often present.

Pathophysiology of dyslexia in children

Dyslexia tends to run in families. Children with a family history of reading or learning difficulties are at higher risk. Since changes have been identified in the brains of people with dyslexia, experts believe that it develops primarily as a result of cortical dysfunctions resulting from congenital anomalies of the nervous system. Lesions affecting the integration or interaction of specific brain functions are suspected. Most researchers agree that dyslexia is associated with the left hemisphere of the brain and is associated with disorders in the brain regions responsible for language association (Wernicke's motor speech area) and sound and speech production (Broca's area). Dysfunctions or defects in the angular gyrus of the medial occipital region and the right hemisphere cause word recognition problems. Research shows some plasticity in brain systems in response to training.

Symptoms and signs of dyslexia in children

Dyslexia can manifest itself as:

• speech delay,
• articulation difficulties,
• difficulty remembering the names of letters, numbers and colors.

Children with problems of phonemic hearing and perception often have difficulty connecting sounds, segmenting words into pronounceable components. Delay or hesitation in the choice of words, replacement of words or names of letters and pictures are often early sign. Auditory short-term memory and difficulty recognizing sequences aurally are common.

Less than 20% of children with dyslexia have difficulty visually remembering the graphic representation of letters. However, some children confuse letters and words with similar configurations or have difficulty visually selecting or identifying letter patterns and clusters (sound-symbol associations) in words. Complete rearrangement or visual confusion may occur, most often due to the presence of the above violations, which lead to forgetting or confusing the names of letters and words that have the same structure; in the future, d becomes b, t becomes w, h becomes n, was (was) becomes saw (saw), on (on) becomes po (no). However, such reversions are normal in children.<8 лет.

Diagnosis of dyslexia in children

• Reading score.
• Assessment of speech, language and hearing.
• Psychological assessments.

Most dyslexic children are not identified until kindergarten or 1st grade, when they are exposed to symbolic learning. Children who have language acquisition difficulties early in life, who have difficulty following the 1st grade curriculum, or who do not read at the level expected of their oral or intellectual abilities, at any level should be assessed. Often the best diagnostic indicator is a child's inability to respond to traditional or typical reading approaches during 1st grade, although a great deal of variation in reading skills can still be seen at this level. Demonstrating the problem of phonemic processing is of great importance for diagnosis.

Children with suspected dyslexia should undergo reading, speech and language, hearing, cognitive and psychological assessments to determine their functional strengths and weaknesses and their preferred learning styles. Such assessments may be requested from school officials by the child's teacher or family through the Individuals with Learning Disabilities Act (IDEA), a special education law in the United States. The results of the assessment help shape the most effective learning approach.

The Comprehensive Reading Assessment tests word recognition and analysis, fluency, reading or listening comprehension, and vocabulary and reading comprehension.

Speech, language and hearing assessments test for spoken language and deficits in the processing of phonemes (sound elements) in spoken language. The receptive and expressive functions of the language are also assessed. Cognitive abilities are tested (for example, attention, memory, thinking).

Psychological assessments are directed at emotional issues that may exacerbate reading impairment. Collect a complete family history of psychiatric disorders and emotional problems.

Physicians should ensure that children have normal vision and hearing, either through screening at the time of admission or by referral for specialized hearing and vision testing. Neurological examinations can help detect secondary signs and rule out other medical conditions (such as seizures).

Treatment of dyslexia in children

• educational activities.

Treatment consists of educational activities, incl. direct and indirect learning to recognize words and their components. Direct instruction involves teaching specific phonetic skills separately from other reading instructions. Indirect learning involves integrating acoustic skills into reading programs. Instruction may teach the reading of whole words or a whole language approach, or follow a hierarchy of skills from pronunciation of sounds to words and sentences. Then multisensory approaches are recommended.

Component skills instruction consists of teaching children how to mix sounds to make words, how to break a word into parts, and how to place sounds in words. Many children can be helped by a computer that isolates words in a text or processes the texts of written works.

Other treatments (eg, optometric training, perception training, classroom integration training) and drug therapy have not been proven to be effective and are not recommended.

Dyslexia is a reading disorder in children. When working with text, persistent errors occur both in understanding and transmitting letters and words, and in understanding the meaning of the text as a whole. At the same time, the child does not have a mental lag, other school disciplines are given to him at a good level. Examination of vision also does not reveal any pathologies.

Most often, this condition is diagnosed in children in elementary school. Although parents may notice difficulties with and a little earlier. But at preschool age, the lack of success in reading is easily justified by the fact that the child is still small, not ready for serious learning. “Everything will work out at school,” the parents say. And in vain, because dyslexia does not go away on its own.

Why is this happening?

Experts associate the manifestation of dyslexia with a delay in maturation or damage to certain areas of the brain, provoking the occurrence of MMD - minimal brain dysfunction. In addition, a factor contributing to the appearance of problems with reading is a violation of the functions of higher nervous activity.
In fact, reading is a consistent work of the psyche on:

1. visual recognition of letters in the text;
2. matching each letter with the corresponding sound;
3. combining these sounds into syllables, words and sentences;
   understanding the meaning of the text.

Violation of this sequence or any link in the chain of actions leads to dyslexia.

Causes of dyslexia

The causes of violations are divided into physiological and social

Physiological factors include:

• Brain damage in the perinatal period due to fetal hypoxia, maternal infections (rubella, herpes, measles, severe influenza), alcohol or drug intoxication.
• Mechanical damage due to difficult childbirth, the use of auxiliary instruments during protracted labor, etc.
• Damage to the central nervous system of a child due to jaundice in newborns, neuroinfections, frequent diseases that deplete the body.
• The presence of other diseases that affect the proper development of the nervous system and brain activity (cerebral palsy,).

Social factors can also influence the formation of higher mental activity:

• Bilingualism in the family.
• Lack of speech contacts necessary for a child from an early age.
• Pedagogical neglect.
• Unnecessarily early learning to read, overload of the nervous system with an overly active desire of parents to develop a child.
• At risk are also children who have lags in the development of speech - ONR, ZPRR.

Types of dyslexia

Phonemic

It differs in that the child confuses similar phonemes when reading. For example, “tom” is replaced by “house”, “juice” by “shock”, etc. It is also possible to rearrange phonemes with a word. In this case, it is obvious that phonemic perception, the ability to analyze and synthesize suffer.

Semantic

This situation is also called mechanical reading. The child, when reading the text correctly, is not able to understand it, to tell what he read about. This condition is associated with the inability to conduct sound-syllabic analysis, limited vocabulary, lack of understanding of the syntactic relationships of words in a sentence.

Agrammatical

The child does not understand the grammatical structure of speech and, accordingly, incorrectly coordinates the words in the sentence.

mnestic

In this case, the child is unable to remember which sound should correspond to the letter, which indicates violations in the formation of speech memory.

Optical

With insufficient formation of visual-spatial representations, the child confuses letters that are similar in spelling. Having the same elements, but located differently, the letters "Y" and "L", "P" and "H" and others in these conditions are difficult to identify.

How to define dyslexia?

Very often, children with dyslexia suffer from unreasonable claims from parents and teachers, they are labeled as a “hard to learn” child, although they are simply not able to cope with the situation. They need not the imposition of extra hours of reading, but special correctional work and psychological support.

Many children with dyslexia themselves suffer from their condition, because they can be very gifted in creativity, do well in the exact sciences, but reading difficulties greatly reduce their assessment of their success and, as a result, self-esteem.

Parents should not scold the child, but seek help from a specialist. Mastering studies in higher grades directly depends on the ability to read well and correctly understand the information read.

Who to contact?

The necessary examination is carried out by a speech therapist. First of all, he will assess the level of general development of speech:

• problems with sound pronunciation;
• the ability to phonemic perception;
• the level of development of coherent speech;
• formation of sound-syllabic analysis, understanding of the grammatical structure of speech.

In addition, the speech therapist will analyze the functioning of higher mental activity. Evaluate the development of memory, the level of attention, thinking, the presence of concomitant conditions that affect the formation of reading.

To rule out vision problems, the child may be shown an ophthalmologist's consultation.

Correction, treatment of dyslexia

A speech pathologist can help your child cope with dyslexia. Based on the results of the examination, he determines the type of reading disorder, establishes the cause of this condition and draws up a treatment plan - corrective actions.

Work is underway on all identified problems of speech and non-speech processes:

• Exercises for the development of phonemic perception, sound analysis and synthesis.
• Mastering the concepts of the grammatical and semantic structure of speech.
• Increasing the volume of active and passive vocabulary.
• Improving the work of the articulatory apparatus and the correct setting of sounds in speech.
• In addition, a special approach is developed for careful reading, understanding and comprehension of what is read.

Undoubtedly, without the help and active participation of parents in the process of correcting the result, it is extremely difficult to achieve. At home, the child should continue to study according to the method proposed by the speech therapist. Parents should consider the condition of the child and provide support and assistance when doing school homework.