FEATURES OF CORRECTING DYSLEXIA AND DYSGRAPHIA USING DIDACTIC GAMES IN SPECIAL CLASSES FOR CHILDREN WITH SPEECH DISORDERS

Abstract

The article analyzes the theoretical and methodological principles of using didactic games to correct dyslexia and dysgraphia in children with speech disorders. The purpose of the study is to reveal the possibilities of didactic games in the context of speech therapy correction of specific reading and writing disorders and to determine the methodological features of their implementation in the educational and correctional activities of special classes. In the process of the study, scientific approaches to understanding the nature of dyslexia and dysgraphia as complex multi-level disorders caused by the underdevelopment of psycholinguistic, sensorimotor and cognitive functions are systematized; their psychological and pedagogical mechanisms are specified; the main difficulties that arise in the process of forming reading and writing skills in children with speech disorders are characterized. Modern directions of speech therapy correction are analyzed, the feasibility of combining traditional methods with neuropsychological, cognitive and linguodidactic approaches is proven. It has been proven that didactic games are an effective psychological and pedagogical means of activating the speech, cognitive and emotional-volitional spheres of the child, providing a harmonious combination of educational and correctional components. The functions and principles of using games in working with children with speech disorders have been systematized, in particular the principle of gradualness, variability, motivational involvement and intersensory integration. The conditions for the effectiveness of gaming activities have been substantiated, among which the leading role is played by the professional competence of the speech therapist, individualization of the selection of games and the creation of a positive emotional learning environment. Methodological guidelines have been developed for the selection of gaming exercises according to the types of disorders aimed at the development of sound-letter analysis, spatial orientation, visual-motor coordination and grammatical structuring of speech. A comparative analysis of the conceptual features of the use of didactic games in the correction of dyslexia and dysgraphia was conducted, as a result of which it was found that in the case of dyslexia they are mainly aimed at the formation of the processes of perception, recognition and differentiation of graphemes and phonemes, while in the case of dysgraphia the emphasis is on improving motor-graphic, orthographic and analytical-synthetic skills. It is generalized that didactic games increase the effectiveness of speech therapy correction, contribute to the development of communicative competence, cognitive motivation and confidence of the child in his own learning capabilities. The conclusions emphasize that didactic games are a promising direction in the development of modern special pedagogy, since they combine elements of scientifically based corrective action with the natural play activity of the child.