Features of mastering spelling rules by younger students with dysorphography

The problem of dysorphography is one of the new ones in Russian speech therapy science. Previous views on dysorphography did not attribute it to speech therapy problems, believing that the causes of such disorders are pedagogical. In modern views on dysorphography, it is defined as a complex complex speech disorder that occurs in children and manifests itself in the process of school literacy.

Keywords: sound form, skill, grammatical meaning, methodological literature, speech perception, language analysis

An analysis of the psychological structure of the assimilation of spelling by primary school students, as well as taking into account the patterns of development of children's speech, makes it possible to identify the psychological prerequisites that determine the mastery of spelling skills. The assimilation of spelling knowledge, skills and abilities is a complex, multi-operational, dynamic process. The success of its course depends on the “readiness” for assimilation that has developed by the time the study material is studied, that is, the degree of possession of certain mental techniques and the degree of assimilation of the laws of the native language at the practical level [1]. As you know, the formation of spelling skills is the formation of temporary associative links. The processes of abstraction and generalization play a huge role in their formation and functioning. Even at preschool age, a child masters the pronunciation side of speech and basic grammatical patterns at a practical level (in his own oral speech). However, educational terminology, the content of orthograms, rules and tables are abstract in nature and involve the transition of thinking from visual forms of mental activity to verbal-conceptual ones [1]. The rules of spelling are based on the processes of assimilation of such abstract grammatical concepts as “sound”, “letter”, “syllable”, “word”, “noun”, “declension”, etc. These processes are carried out through the implementation of a number of mental actions (analysis, synthesis, comparison, comparison, generalization, classification, and some others)

The formation of concepts is a chain of interrelated and interdependent operations, united by formal features and the lexical meaning of words with sensory perception and representations, with an abstract meaning (concept), a certain sound structure and graphic word forms. At the initial stages, this process is based on visual perception (tables, rules, written designations of phonemes and word forms), in the future, the effect of visibility decreases. As the skill is automated, the non-essential ones are discarded and the main, essential factors come to the fore. So, already in the transition to the automated spelling of unstressed vowels at the root, the child does not rely on the knowledge underlying such concepts as “sound”, “stressed vowel”, “single-root word”. The student does not reproduce the exact wording of orthograms, does not justify private actions and some other operations. His attention is riveted mainly to the content side of the written statement. Those techniques that the student uses to write become auxiliary. The formation of elementary ideas about the main temporal and quantitative segments, the ability to compare, find similarities and differences determine the spelling, for example, of the endings of nouns, adjectives, verbs, the most commonly used suffixes (see, for example, L. I. Aidarova, 1978; N. N. Algazina, 1961; B. G. Ananiev, 1955; K. V. Komarov, 1982, etc.) [3]. At the beginning of mastering spelling skills, these mental operations are accompanied by loud speech. As the spelling skill is automated and the entire course of judgments and conclusions are curtailed, they move into the plane of inner speech, to the non-verbal level.

For the assimilation of graphic images of letters, symbols, tables and diagrams, the necessary prerequisite is the formation of visual perception and orientation in space. The graphic expression of the linguistic element (word) becomes the desired form, since it does not correspond to the sound form. When writing, there is a “change of form” (the term of D. N. Bogoyavlensky and V. N. Odintsova): the sound form is replaced by a graphic one. The pattern is established empirically, that is, by the repetition of «meetings» with a given orthogram in practical educational activities.

Theoretical development is carried out through the study and memorization of the relevant rules, which inform about such a “sample” of writing in the form of an auditory-articulatory image (spelling an unstressed vowel in the root) or a visual representation of the spelling of unstressed case endings of nouns given in the tables and diagrams of the textbook. With the help of targeted and systematic exercises, the second link in the form of a grammatical category in sound form and with the help of identical linguistic meanings joins the first link of grammatical association.

The grammatical category causes a written reaction, which corresponds not so much to auditory and speech-motor perception as to visual representations, images. This link is designated as spelling and occurs, as a rule, during the assimilation of orthograms of the traditional, in some cases morphological, principle of writing and graphics rules. The grammatical structure of oral and written speech is the same. Therefore, understanding the linguistic meanings and functions of structural elements and, consequently, graphic images for the assimilation of spelling becomes important (N. N. Algazina, V. I. Beltyukov, D. N. Bogoyavlensky, V. F. Ivanova, etc.) [4]. In the studies of psychologists, methodologists and defectologists (D. N. Bogoyavlensky, S. F. Zhuykov, R. E. Levina, M. R. Lvov, T. G. Ramzaeva, I. N. Sadovnikova, V. V. Tarasun and etc.) a significant role in the assimilation of spelling rules is given to the development of fine motor skills of the hands, the formation of calligraphic skills [5]. An important prerequisite for the formation of a spelling skill is the level of development of abstraction processes, which are based primarily on the methods of sound-letter analysis, synthesis, and the formation of ideas; the ability to operate with grammatical concepts (“sound”, “letter”, “word”, etc.). Mastering the primary forms of abstraction occurs when the child discovers individual grammatical elements in a word, understands the lexical and grammatical meaning of individual morphemes, but does not isolate them. The textbook is the following: already at preschool age, children most often notice sound defects in their peers, although they correct the words entirely (according to A. N. Gvozdev) [6]. For the emergence of a complete association, it is necessary to parallel the flow of sensory (sound) and «mental» forms of analysis, based on the relationship between the sound form, lexical and grammatical meanings, during the regulation of the second signaling system. D. N. Bogoyavlensky singled out the conditions for the formation of a complete abstraction: awareness of the relationship between the form and meaning of language units; the child's verbal designation of grammatical categories and the ability to operate with them; the ability to differentiate individual structures of language elements and to isolate sound combinations from the flow of speech; the ability to realize the morphological structure of the language (that is, to determine, for example, by name, the sizes of fairy-tale objects: chest, chest and chest) [7]. In a special form of abstraction of the grammatical elements of the language, a generalized sign of practical knowledge about linguistic patterns finds expression.

The level of development of mental processes by the beginning of schooling affects the operations of perception as a whole: its individual links begin to be realized (for example, the selection of morphemes). Particular actions contribute to the improvement of not only the operations of selection, but also identification, discrimination. Psychological and methodological literature points to the interconnection and interdependence of the development of concrete and abstract, visual-figurative and verbal-conceptual forms of thinking. They play a huge role in all cognitive activity of children. Necessary prerequisites for the formation of linguistic generalizations are such operations as comparison, comparison, definition of similar and different, simultaneous (simultaneous, undivided) and successive (consecutive) analysis and synthesis. Successive and simultaneous mental operations play a special role in the formation of speech perception [8]. Successivity is understood as the level of full deployment of all actions and intermediate operations, which, as perception moves to the simultaneous level of performance, are reduced: simultaneous, simultaneous perception and recognition is the result of special (for example, in a school environment) training. At its first stages, the result of the reduction of movements and receptor influences plays an important role. Therefore, any formed mental action is an action that occurs at the level of simultaneity. However, any simultaneous action can be expanded into a successive representation. The formation of the sensory-perceptual level of speech perception is the most important prerequisite for the assimilation of language generalizations necessary for mastering orthograms (checking the spelling of unstressed vowels in the root also involves the simultaneous comparison of the root morphemes of the test and test words). When writing the desired word form, there is a consistent, successive comparison of the sound image of the elephant and graphic writing. One of the prerequisites for the assimilation of orthograms is the formation of such operations as systematization and classification, due to which a common feature is distinguished from a number of word forms or grammatical concepts, certain units are combined into a separate group (for example, the endings of feminine nouns). The success of mastering the rules of spelling is largely determined by the ability to internalize, translate «external» spelling actions, operations, detailed judgments and conclusions into the plane of inner speech, into mental actions. Spelling skills are formed only if such mnemonic processes as memorization, preservation and reproduction are sufficiently developed. In turn, the psychological literature notes the fact that thinking, systematizing and generalizing, greatly facilitates the work of memory. The so-called «linguistic sense» also influences the assimilation of spelling rules. According to S. F. Zhuykov, “a sense of language” is a system of certain language connections, it implies a sufficiently developed phonemic hearing, which is formed at preschool age in speech activity (in the process of listening, speaking) and under the influence of special exercises. The “sense of language”, or “sense of language”, is understood as a rather high degree of practical knowledge of morphological and syntactic generalizations that have formed at the “pre-grammatical” stage of children’s speech development [9]. Modern Russian orthography is based on several principles. In the methodological literature, phonemic, morphological, traditional principles and rules of graphics are distinguished. D. N. Bogoyavlensky considers the phonetic, morphological and «semantic» principles of spelling. Moreover, when “semantic” writing by means of graphics, the logical meaning of speech is transmitted directly (separate writing of words or particles, capital letters, etc.) [10]. There are three ways to master spelling [11]: correlation of sounding units of speech and graphic units of writing, sounds and letters, or language analysis and synthesis (according to M. R. Lvov). D. N. Bogoyavlensky calls it the formation of interverbal associations. The prerequisites for mastering this type of spelling are correct articulation, kinesthetic control, a sufficiently developed level of language analysis and synthesis (analysis of sentence structure, making sentences from words, the ability to divide words into syllables, quantitative, ordinal and positional sound analysis, etc.). Memorization of the graphic composition of the word, its «image». This way of assimilation of the material presupposes the formation of mnestic processes, in particular, long-term visual memory. For example, memorizing words of traditional spelling is based on the conscious connection of a large number of receptors and certain thought processes (analysis, synthesis, generalization, classification). Solving spelling problems, or applying rules. Like any complex mental action, it is based on a certain algorithm, consisting of a number of “steps”. The number of these «steps» depends on the period of study and the type of rule being studied (for example, the selection of related words when checking the vowels and consonants of root phonemes in a weak position involves several steps of solution). Before solving the spelling task, the stage of observation of linguistic patterns follows. It is based on the development of the processes of thinking and mnesis, on the ability to single out the phonemic and morphological units of a word, to produce an analytical and synthetic analysis of the relationships between words and to establish grammatical connections. Thus, mastering the skill of spelling correct writing is formed on the basis of a sufficiently high level of mental development and speech readiness of schoolchildren. This process requires the formation of phonetic, phonemic, lexical generalizations, the conscious ability to analyze and synthesize language units in terms of semantics, linguistic design and the ability to correlate them with a graphic sample.

References:

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