Keyword: «dyslexia»

In this article the analysis of methodological approaches and diagnostic techniques for the detection of vio-lations of reading at pupils of comprehensive schools. The article highlights the methodological approaches of researches of violations of reading, starting with the twentieth century, and ending with modern time. A theoretical analysis of the diagnostic material allows you to track the status of the question of violations of reading at the present stage of development of the therapist.

At present, special education faces an acute problem of identification and correction of reading disorders preconditions in children with general underdevelopment of speech (GUS) level III and correct “presentation” of the problem by specialists to families with such children. Analyzing psychological and pedagogical literature, we can say that reading disorders preconditions make difficulties for speech (phonetic-phonemic and lexical-grammatical categories) as well as mental processes formation, which are necessary for full development of a child. In addition, teachers have limited knowledge of techniques and methods of these preconditions correction and, therefore, experts have problems in conveying the necessary information for parents of children with these disorders. In this regard, there is an urgent question of composing such didactic manuals that will allow teachers and parents to explore, build and individualize corrective speech therapy process in children with GUS level III, with reading disorders preconditions and predisposition to dyslexia. The aim of this study is composing and testing of specially designed workbooks and methodological recommendations for parents and teachers raising children with the GUS level III to prevent preconditions of reading disorders before school. In the course of psycho-pedagogical experiment with 30 children in the experimental group (with GUS level III) and 30 children in the control group (conditionally normative speech development) we have composed and tested a workbook for a preschooler " I gnaw the science granite. Elimination of the barriers to reading" and guidelines for parents and teachers "Advice from a speech therapist about reading and preconditions of its disorders in children with the GUS level III". The use of these manuals in our study, as we expected, helped to identify and correct some features of psycholinguistic and psychophysical nature in children having the preconditions of reading disorders with GUS level III, with the use of health preserving technologies and also to conduct a complex of consulting activities with parents and teachers to inform them better. The material accumulated in the framework of the University grant "Development and use of workbooks as an effective means of independent work of parents with children with speech disorders", allows us to speak about efficiency and, consequently, feasibility of our didactic manuals implementation.

The article examined the difficulties of teaching bilingual students in secondary schools with speech development disorders. The conditions for bilingualism suggest difficulties in learning a non-native language in regional schools in Russia. Some bilingual students have difficulties in learning to read (dyslexia), which affect all the languages they study. The article presents recommendations for working with dyslexic students in a general education class with bilingualism.

Modern school education is demanding in terms of quality education for children, despite this there are more and more failing students in primary and secondary schools. An important reason for this is the lack of development of writing skills and, as a consequence, dysgraphia, which remains a pressing problem today. Lack of development of writing skills can be observed both in children with general speech underdevelop-ment and in children without pronounced disorders. The detection of specific errors in writing determines the need for a differentiated and comprehensive approach to correctional work.