Actual issue

How can a deaf-blind child know that "A" is an "A"?

E.L. Goncharova

In order to understand the speech depicted on paper with written signs, the deaf-blind child must learn, first, distinguish these signs, and secondly - to recreate the sound form of the word according to its alphabetic model. The pleasure of recognizing when reading words that denote well-known objects, actions and situations - all that is related to his daily life, gives the first positive reader's experiences and leads to the development of readership interest. In the article various approaches to learning to read deafblind children are considered, in particular, the system of parallel texts developed by I.A. Sokoliansky.

Read article KeywordsReading, speech, tactile, dactyl alphabet, Boston font, deafblind, reader interest, text, Sokolyansky, Elkonin

Development of oral speech of deaf children

F.F. Rau, N.F. Slezina / Source:

There are rapidly changing things, for example, technology. There are constants that are accessed, despite the running time. Such constants include a technique developed by Fedor Fedorovich Rau and Nina Feodosyevna Slezina in the early 1960s and described by them in the book "Oral Word". The review of this book, reprinted in 2004 by the Institute of Correctional Pedagogy in the series "Golden pages of surdo-pedagogy", we present to readers. Exercises and games described in the book are actively used now to develop oral speech not only deaf and hard of hearing, but also normally hearing preschoolers.

Read article KeywordsOral speech, reading and writing, deaf, word, reading, dactylation, pronunciation, textbook

Learning to read and write to students who are hard of hearing: general and specific

T.A. Beliakova

When teaching the reading and writing of a hearing-impaired child who finds himself in a situation of inclusive education, it is imperative to take into account the specifics of work with a special Letter written in the article and the effective methodological experience accumulated in correctional education.

Read article KeywordsLiteracy, ABC, hard of hearing, reading, writing, fine motor skills, methodology, specifics of work, inclusion

Learning to read and write a small child with hearing loss

N.D. Shmatko

The article discusses the issues of teaching written speech and the technology of reading children with hearing loss. For 1.5-2 year olds, the methods using signboards and split alphabet are successfully applied. The proposed exercises, schemes and recommendations can be useful in the teaching of children with cochlear implants, but not at the initial, starting stage of rehabilitation, and later - when the child begins to actively master speech on the auditory basis.

Read article KeywordsLiteracy, written speech, plaque, correlate, words, slit alphabet, compose, inaudible

Reading as a goal and means in the system of preschool education for the deaf

B.D. Korsunskaya

The hearing child begins to learn to read, already speaking. Given the characteristics of the deaf, the training of spoken language should begin with the perception of written words and expressions intended for direct communication. An instrument that allows a deaf child at an early age to analyze a word is a dactyl analysis of the written word, ie, dactyl reading. The purpose of reading is to ensure that for each child's phrase, the child first of all comes up with a real idea, and the text reads the meaning contained in it. The article contains exemplary plans for classes, texts, and methodological approaches.

Read article KeywordsDeaf, written speech, dactile reading, reading technique, understanding, content, lesson plan, text

Teaching children with autism spectrum disorder reading and writing by creating a "Personal Literal"

N.B. Lavrentieva

The primer is the first book on the basis of which the premises for meaningful reading are formed. The letter, which will be discussed in this article, serves to create a child's idea of the letter on the basis of using the personal life experience of the child, associated with him, his family, the closest people, with what happens in their lives. Do you want to learn how the alphabet is studied with the letter "I"? Then we invite to reading the material of parents, teachers, educators, specialists-defectologists.

Read article Keywordsautism, ABC, personal experience, letter, word, meaning, reading, book, family, the world, the technique

Features of the system of preparation for teaching children with mental retardation

R.D. Triger / Source:

The article presents the principles of the preparatory literacy training for children with DSS, two stages are described in detail, which form the ability to listen to the sound of a word, to recognize, distinguish and distinguish from it individual sounds, to work out the correct articulation of sounds, to clarify their sound, Separate and combine sounds in words of different syllabic structure. The topics of teaching children with self-monitoring, accumulation of sensory experience in isolating hard and soft consonants and organizing grammar and spelling propaedeutics are touched upon. Specific methodical approaches are described, specific exercises, tasks and games are given.

Read article KeywordsMental retardation, reading, reading and writing, speech, sensory experience, language, sound, word, sentence, technique, exercise, game, articulation, analysis, scheme

Features of mastering a letter and reading on the Braille

G.A. Proglyadova

Despite the fact that mastering a letter and reading on the Braille system is a difficult task for a blind child, there are not so many studies in the development of relief-dotted type. The result of this work was the creation, justification and experimental verification of the warning system and overcoming the difficulties of mastering the relief-dot Braille font by blind younger schoolchildren.

Read article Keywords Blind, Braille system, reading and writing, elementary school, propaedeutics, relief-point, tactile stimulus, correctional work, basic non-speech skills