Using elements of mnemonics
in speech therapy classes.
Teacher - speech therapist: Eiteneer Inga Grigorievna
MB preschool educational institution "Kindergarten number 117"
Children with general speech underdevelopment have the following problems: poor vocabulary, inability to coordinate words into sentences, impaired pronunciation. Most children have impaired attention, imperfect logical thinking. Therefore, speech therapy influence in the elimination of the general underdevelopment of speech is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the life around them.
In preschool age, visual - figurative memory prevails, and memorization is mostly involuntary: children better remember events, objects, facts, phenomena that are close to their life experience. Studies have shown that the volume of visual memory and the possibility of semantic, logical memorization in children with OHP practically does not differ from the norm, but their auditory memory and memorization productivity are noticeably reduced.
In my work with children, I use innovative technologies and techniques. One of which is mnemonics.
Mnemonics Is a system of methods and techniques that ensure the successful mastering by children of knowledge about the features of natural objects, about the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.
The mnemonic technique helps in the development of:
related speech
associative thinking
visual and auditory memory
visual and auditory attention
imaginations
accelerating the process of automation and differentiation of the delivered sounds.
From early childhood, we all get to knowreception of repetition, when learning poetry. But this technique can become more effective if the child distributes repetition in time, makes it diverse, implements it not only externally (repeat aloud, in a whisper, soundlessly), but also internally (mentally, without any external manifestations) ... How do you distribute repetitions over time? Repetition is considered optimal after 15-20 minutes, after 8-9 hours and after 24 hours. It is very useful to do the repetition before going to bed for 15-20 minutes, as well as in the morning.
I used this technique with children based on the game "Remember the toys." She showed the child a number of familiar toys, and the first thing the child should do is to pronounce aloud the name of each toy, i.e. encourage you to focus on these subjects. In addition to the name of the toy aloud, I suggested taking each of them in hand and examining it. The child names all the toys in a circle 2-3 times, while he can see all these objects. After that, the child is invited to name the objects again, but at the same time, each time he calls a certain toy, he must pay attention to some sign of this toy (the color of the cube, the dress of the doll). And the last step is a self-test. I invite the child to close his eyes and list all the memorable toys. If he makes mistakes, I invite the child to look at the toys again and determine which one he forgot, and then repeat everything again with his eyes closed. When familiarizing yourself with this technique, you can not skip a single step. Also, the child should not be limited to using the technique of "simple repetition" - this is a harbinger of cramming, which negatively affects memory.
Start learning mnemonic technique"Grouping" it is possible only when the child has mastered the technique of "generalization" and "classification". Generalization and classification are methods of logical thinking. In the game "One extra", the child finds among 4-5 pictures an extra one, depicting an object that does not belong to the semantic group, into which the remaining pictures are united. Children coped with the game easily, difficulties arose when I asked to prove why this picture was superfluous. It turns out that children mentally correctly combine objects into a group, but sometimes they find it difficult to find a verbal definition, a generalizing concept.
Another skill for mastering the generalization technique is the skill of grouping objects based on the found common features. For example, for the concepts "fox, swallow, frog", children found the following signs that united them into a group:
All words begin with the letter "l"
All words end with the letter "a"
All words refer to wildlife.
And children should have one more thinking skill before proceeding to acquaintance with the mnemonic technique "grouping" - this is the skill of distributing an object into classes (classification). So in the game "Shop" children learned first to carry out classification according to the principle of "vegetables", "fruits", "clothes", "shoes", and then according to the principle of "edible", "inedible". After the children had mastered the mental techniques of "generalization" and "classification", we proceeded to familiarize themselves with the mnemonic technique "grouping".
Also one of the important techniques in mnemonics issemantic correlations ... To relate objects in meaning means to find some kind of connection between them. These connections are based on both essential and minor, less significant properties and characteristics. To find these connections, children learned to compare objects with each other, to pay attention to their functions, purpose, other internal properties and signs. To learn to highlight the semantic connections between objects, the children and I used the game "What's going on?" Among the many pictures, they found pairs of objects connected by various types of connection. So, for example, for the picture with the image of ice, they selected the following (explaining their choice):
Ice is glass (both transparent)
Ice is a mirror (both are smooth)
Ice - ice cream (both cold)
Ice - refrigerator (there is ice in the refrigerator).
Another mnemonic method that I introduced the children to was the methodcopying. Copying serves mainly to memorize verbal information. Words give birth to images in a child, first mental, then graphic. At the stage of forming a mental image, the child can "revive" it in a graphic form. Copying is a sketch of words, a sketch that does not have to be beautiful and similar to a real object, it is enough that the image is clear to the child himself. With this method, we memorize tongue twisters and phrases. First, we looked at the finished plot pictures, ordered their sequence and made a story based on them. Over time, I replaced bright, printed pictures with schematic (mnemonic tables), but also constituting the plot.
The content of the mnemonic table is a graphic or partially graphic image of the characters of a fairy tale, natural phenomena, some actions, etc. by highlighting the main semantic links of the story plot.The main thing - it is necessary to convey a conditionally visual diagram, to depict so that what is drawn is understandable to children.
Mnemonic tables-schemes serve as didactic material in my work on the development of coherent speech in children. I use them for:
enrichment of vocabulary,
when teaching storytelling,
when retelling fiction,
when guessing and guessing riddles,
when memorizing poetry.
Mnemonic tables are especially effective when learning poems. The bottom line is as follows: for each word or small phrase, a picture (image) is invented; thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the whole poem. At the initial stage, I offered a ready-made plan - a diagram, and as he learns, the child is also actively involved in the process of creating his own diagram. When working on retelling, we also use mnemonic tables, when children see the characters, the child already concentrates his attention on the correct construction of sentences, on reproducing the necessary expressions in his speech. Through mnemonic tables, she introduced children to seasonal phenomena of nature. Here you enter the color lettering of the seasons: autumn - yellow or orange letter "O", winter - blue or blue "Z", spring - green letter "B", summer - red letter "L".
An interesting mnemonic method is the methodtransformations (transformation). At the preparatory stage, the children and I tried to transform not mental images, but plasticine figures. And then we tried the sculpting process in our imagination. So the children correlated letters and numbers with similar objects or parts of objects (the game "What does a letter look like?"
MethodCicero - its essence lies in the fact that memorizing the information series it is necessary to mentally arrange the images of objects, words, in some familiar room (along the road, which you use every day and know well all the objects along its length), i.e. we must "tie" the image of each information unit to a specific place, object. At the first stage of mastering this method, the children themselves walked through the group and placed different objects, stopping and pronouncing the place where they left the object. After going through it again and looking at where the items are, I remove all the items. And the child remembers what, where it lay. These games helped children learn to navigate in space, in a group, to consolidate the work on prepositions and verbs with prefixes.
All mnemonic methods and techniques that I introduced to children are accessible and most suitable for their age. All of them were selected taking into account the mental characteristics of preschool children. In addition, all the methods and techniques are interesting for children, they are perceived by them as a game rather than a developmental technique.
As practice shows, the use of the mnemonic system allows you to speed up the process of automating and differentiating the sounds set, to facilitate memorization and subsequent reproduction of a holistic image in a rhymed form. According to the results of a speech therapy examination, children with OHP showed positive dynamics in mastering the correct sound pronunciation, accelerating the timing of the automation of sounds. The volume of visual and verbal memory increased noticeably, the distribution and stability of attention improved, and mental activity became more active.
Thus, this technique allows you to increase the interest of children in speech therapy classes, and, accordingly, their effectiveness increases.
, speech therapist teacher, Naro-Fominsk, Moscow region.
Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech.
The purpose of teaching mnemonics is the development of memory, thinking, imagination, attention, namely mental processes, because they are closely related to the full development of speech.
Mastering the techniques of working with mnemonic tables significantly reduces the training time and at the same time solves problems aimed at:
- development of basic mental processes - memory, attention, figurative thinking and speech;
- transcoding information, i.e. transformations from abstract symbols into images;
- development of fine motor skills of hands with partial or full graphic reproduction.
Today - figurative speech rich in synonyms, additions and descriptions in preschool children is a very rare phenomenon. There are many problems in the speech of children.
Monosyllabic speech, consisting only of simple sentences. Failure to grammatically construct a common sentence.
Poor speech. Insufficient vocabulary.
The use of non-literary words and expressions.
Poor dialogical speech: inability to correctly and easily formulate a question, build a short or detailed answer.
Failure to construct a monologue: for example, a narrative or descriptive story on a proposed topic, retelling the text in your own words.
Lack of logical justification for their statements and conclusions.
Lack of speech culture skills: inability to use intonation, adjust voice volume and speech rate, etc.
Therefore, pedagogical influence in the development of speech of preschoolers is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the life around them.
Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developing for them.
Consider the factors that facilitate the process of becoming coherent speech.
One of these factors, according to S. L. Rubinstein, A. M. Leushina, L. V. Elkonin and others - clarity. Examination of objects, pictures helps children to name objects, their characteristic features, actions performed with them.
The second auxiliary factor is creating an outline of the utterance, the importance of which was repeatedly pointed out by the well-known psychologist L. S. Vygotsky. He noted the importance of sequential placement in the preliminary scheme of all specific elements of the utterance.
Taking the opinion of great teachers as a basis, seeing the effectiveness of visual material, using ready-made schemes of teachers, but changing and improving them in my own way, I use mnemonic tables in my work to teach children to speak coherently.
Mnemonics in preschool pedagogy are called differently: Valentina Konstantinovna Vorobieva calls this technique touch-graphic schemes, Tkachenko Tatiana Aleksandrovna - subject-schematic models, Glukhov V.P. - blocks-squares, Bolsheva T.V. - collage, Efimenkova L. N - storytelling scheme.
A mnemonic table is a schema that contains certain information. Like any work, it is built from simple to complex. Starting with the simplest mnemonic squares, we sequentially move on to mnemonic tracks, and later to mnemonic tables. What can be displayed in the mnemonic table? Almost everything can be depicted in the mnemonic table - i.e. a graphic or partially graphic image of the characters of a fairy tale, natural phenomena, some actions, i.e. you can draw what you see fit. But to portray in such a way that what is drawn is understandable to children.
Mnemonic tables-schemes serve as didactic material in my work on the development of coherent speech in children. I use them for:
Enrichment of vocabulary;
When teaching storytelling;
When retelling fiction;
When guessing and guessing riddles;
When memorizing poetry;
Work in the classroom on mnemonic tables consists of three stages.
Stage 1: Consideration of the table and analysis of what is shown on it.
Stage 2: Recoding of information is carried out, i.e. conversion from abstract symbols to images.
Stage 3: After transcoding, a fairy tale or story is retelling on a given topic. In younger groups, with the help of a teacher, in older groups, children should be able to do it independently.
For children of younger and middle preschool age, it is necessary to give color mnemonic tables, because separate images remain in the memory of children: the chicken is yellow, the mouse is gray, the herringbone is green.
In addition to the communicative function, the planning function of speech is developing, i.e. the child learns to consistently and logically build their actions, talk about it.
It must be emphasized that all work on the development of coherent speech in children is not limited to mnemonic tables. This is, first of all, as the initial, “launching”, the most significant and effective work, since the use of mnemonic tables allows children to more easily perceive and process visual information, save and reproduce it.
Used Books:
- L.N. Efimenkova “Formation of speech among preschoolers”, 1985;
- T. Tkachenko - magazine "Preschool education" No. 10, 1990;
- V.P. Glukhov “On the formation of coherent descriptive speech in older preschoolers with OHP”, Defectology, 1990;
Methodical development
Using elements of mnemonics
in speech therapy classes
Teacher - speech therapist: Krinichenko Elena Vladimirovna
Children with general speech underdevelopment have the following problems: poor vocabulary, inability to coordinate words into sentences, impaired pronunciation. Most children have impaired attention, imperfect logical thinking. Therefore, speech therapy influence in the elimination of the general underdevelopment of speech is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the life around them.
In preschool age, visual - figurative memory prevails, and memorization is mostly involuntary: children better remember events, objects, facts, phenomena that are close to their life experience. Studies have shown that the volume of visual memory and the possibility of semantic, logical memorization in children with OHP practically does not differ from the norm, but their auditory memory and memorization productivity are noticeably reduced.
In my work with children, I use innovative technologies and techniques. One of which is mnemonics.
Mnemonics Is a system of methods and techniques that ensure the successful mastering by children of knowledge about the features of natural objects, about the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.
The mnemonic technique helps in the development of:
Related speech
Associative thinking
Visual and auditory memory
Visual and auditory attention
Imagination
· Acceleration of the process of automation and differentiation of the delivered sounds.
From early childhood, we all get to know reception of repetition, when learning poetry. But this technique can become more effective if the child distributes repetition in time, makes it diverse, implements it not only externally (repeat aloud, in a whisper, soundlessly), but also internally (mentally, without any external manifestations) ... How do you distribute repetitions over time? Repetition is considered optimal after 15-20 minutes, after 8-9 hours and after 24 hours. It is very useful to do the repetition before going to bed for 15-20 minutes, as well as in the morning.
I used this technique with children based on the game "Remember the toys." She showed the child a number of familiar toys, and the first thing the child should do is to say aloud the name of each toy, i.e. encourage you to focus on these subjects. In addition to the name of the toy aloud, I suggested taking each of them in hand and examining it. The child names all the toys in a circle 2-3 times, while he can see all these objects. After that, the child is invited to name the objects again, but at the same time, each time he calls a certain toy, he must pay attention to some sign of this toy (the color of the cube, the dress of the doll). And the last step is a self-test. I invite the child to close his eyes and list all the memorable toys. If he makes mistakes, I invite the child to look at the toys again and determine which one he forgot, and then repeat everything again with his eyes closed. When familiarizing yourself with this technique, you can not skip a single step. Also, the child should not be limited to using the technique of "simple repetition" - this is a harbinger of cramming, which negatively affects memory.
Start learning mnemonic technique "Grouping" it is possible only when the child has mastered the technique of "generalization" and "classification". Generalization and classification are methods of logical thinking. In the game "One extra", the child finds among 4-5 pictures an extra one, depicting an object that does not belong to the semantic group, into which the remaining pictures are united. Children coped with the game easily, difficulties arose when I asked to prove why this picture was superfluous. It turns out that children mentally correctly combine objects into a group, but sometimes they find it difficult to find a verbal definition, a generalizing concept.
Another skill for mastering the generalization technique is the skill of grouping objects based on the found common features. For example, for the concepts "fox, swallow, frog", children found the following signs that united them into a group:
All words begin with the letter "l"
All words end with the letter "a"
All words refer to wildlife.
And children should have one more thinking skill before proceeding to acquaintance with the mnemonic technique "grouping" - this is the skill of distributing an object into classes (classification). So in the game "Shop" children learned first to carry out classification according to the principle of "vegetables", "fruits", "clothes", "shoes", and then according to the principle of "edible", "inedible". After the children had mastered the mental techniques of "generalization" and "classification", we proceeded to familiarize themselves with the mnemonic technique "grouping".
Also one of the important techniques in mnemonics is semantic correlations... To relate objects in meaning means to find some kind of connection between them. These connections are based on both essential and minor, less significant properties and characteristics. To find these connections, children learned to compare objects with each other, to pay attention to their functions, purpose, other internal properties and signs. To learn to highlight the semantic connections between objects, the children and I used the game "What's going on?" Among the many pictures, they found pairs of objects connected by various types of connection. So, for example, for the picture with the image of ice, they selected the following (explaining their choice):
Ice is glass (both transparent)
Ice is a mirror (both are smooth)
Ice - ice cream (both cold)
Ice - refrigerator (there is ice in the refrigerator).
Another mnemonic method that I introduced the children to was the method copying. Copying serves mainly to memorize verbal information. Words give birth to images in a child, first mental, then graphic. At the stage of forming a mental image, the child can "revive" it in a graphic form. Copying is a sketch of words, a sketch that does not have to be beautiful and similar to a real object, it is enough that the image is clear to the child himself. With this method, we memorize tongue twisters and phrases. First, we looked at the finished plot pictures, ordered their sequence and made a story based on them. Over time, I replaced bright, printed pictures with schematic (mnemonic tables), but also constituting the plot.
Mnemonic tables-schemes serve as didactic material in my work on the development of coherent speech in children. I use them for:
enrichment of vocabulary,
when teaching storytelling,
when retelling fiction,
when guessing and guessing riddles,
when memorizing poetry.
An interesting mnemonic method is the method transformations(transformation). At the preparatory stage, the children and I tried to transform not mental images, but plasticine figures. And then we tried the sculpting process in our imagination. So the children correlated letters and numbers with similar objects or parts of objects (the game "What does a letter look like?"
Method Cicero- its essence lies in the fact that memorizing the information series it is necessary to mentally arrange the images of objects, words, in some familiar room (along the road, which you use every day and know well all the objects along its length), i.e. we must "tie" the image of each information unit to a specific place, object. At the first stage of mastering this method, the children themselves walked through the group and placed different objects, stopping and pronouncing the place where they left the object. After going through it again and looking at where the items are, I remove all the items. And the child remembers what, where it lay. These games helped children learn to navigate in space, in a group, to consolidate the work on prepositions and verbs with prefixes.
All mnemonic methods and techniques that I introduced to children are accessible and most suitable for their age. All of them were selected taking into account the mental characteristics of preschool children. In addition, all the methods and techniques are interesting for children, they are perceived by them as a game rather than a developmental technique.
As practice shows, the use of the mnemonic system allows you to speed up the process of automating and differentiating the sounds set, to facilitate memorization and subsequent reproduction of a holistic image in a rhymed form. According to the results of a speech therapy examination, children with OHP showed positive dynamics in mastering the correct sound pronunciation, accelerating the timing of the automation of sounds. The volume of visual and verbal memory increased noticeably, the distribution and stability of attention improved, and mental activity became more active. Thus, this technique allows you to increase the interest of children in speech therapy classes, and, accordingly, their effectiveness increases.
Relevance: It's no secret that today there are many problems in the speech of children. Speech therapy examination of children in the senior group of our kindergarten also revealed a number of difficulties in the development of coherent speech: Insufficient vocabulary. Monosyllabic speech, consisting only of simple sentences. Failure to grammatically construct a common sentence. Failure to construct a monologue: for example, a narrative or descriptive story on a proposed topic, retelling the text in your own words. All of the above led me to the idea of using mnemonics in my work to teach children coherent speech.
Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information. The purpose of mnemonics is to develop memory, thinking, imagination, attention, i.e. those mental processes that are closely related to speech and its full development. Tasks: development of basic mental processes - memory, attention, figurative thinking and speech; development of visual - spatial functions; development of fine motor skills of hands with partial or full graphic reproduction; development of coherent speech
Preparatory work: Studying the topics of the senior group's annual plan. Drawing up a work plan for the year on mnemonics. Selection and correlation of pictures and information with a given topic. Main work: Drawing up mnemonic tables and abstracts. Interaction of a speech therapist teacher with an educator while working with mnemonics in GCD. The use of mnemonic tables by educators without the participation of a speech therapist. Final work: Summing up the work results, planning for the next year.
Different authors refer to mnemonics in preschool pedagogy: mnemonic tables and collages, sensory-graphic schemes, subject-schematic models, blocks-squares, as well as storytelling schemes. A mnemonic table is a schema that contains certain information
Stages of work on mnemonic tables Stage 1: Consideration of the table and analysis of what is depicted on it. Starting with the simplest mnemonic squares, we sequentially move on to mnemonic tracks, and later to mnemonic tables. At the initial stage, an adult offers a ready-made table, and as they learn, children begin to actively participate in the process of creating a diagram. At first, together with the children, only some details of the mnemonic diagram are drawn, then most of the mnemonic diagram, and then the entire mnemonic table is created together with the children (after acquainting the children with the information or works that should be encoded).
Stage 2: Recoding of information is carried out, i.e. conversion from abstract symbols to images. Stage 3: After transcoding, a fairy tale or story is retelling on a given topic. In older groups, children must do this on their own, only at the beginning of the school year is the help of an adult permissible. As the children master this technique, one should gradually remove some of the information from the mnemonic table, leaving the most key points, so that later the retelling is carried out by the children from memory. Stage 4: A graphic sketch of the mnemonic table is made by children (after the minimum mastering of the first three stages of work). Stage 5: Coming up with your own scheme and drawing up your story, fairy tale or riddle based on it.
Results of our work: The use of mnemonics in the work with children of the older group led us to the following results: The time frame for the assimilation of such abstract concepts as sound, vowel, consonant, soft, hard by children was reduced; The vocabulary has become more active; The concept of the logic of constructing a story (beginning, middle and end) was consolidated; Reduced the number of grammatical errors when building a common sentence; Children willingly composed and retold literary works on the proposed topic; Development of coherent speech; In addition to their goals, the children overcame shyness and shyness.
The development of speech is becoming an increasingly urgent problem in our society. It is the most important condition for the success of a child's education in school. The development of speech is becoming an increasingly urgent problem in our society. It is the most important condition for the success of a child's education in school. Only having a well-developed coherent speech, a student can give detailed answers to complex questions of the school curriculum, consistently and fully, reasonably and logically state their own judgments, reproduce the content of texts from textbooks, works of fiction and oral folklore, finally, an indispensable condition for writing programmatic presentations and essays is a fairly high level of development of coherent speech. Only having a well-developed coherent speech, a student can give detailed answers to complex questions of the school curriculum, consistently and fully, reasonably and logically state their own judgments, reproduce the content of texts from textbooks, works of fiction and oral folklore, finally, an indispensable condition for writing programmatic presentations and essays is a fairly high level of development of coherent speech.
In speech therapy work with children in a type VIII correctional school, the formation of coherent speech acquires special significance due to the structure of the defect and becomes the main final goal of the entire correctional process. In speech therapy work with children in a type VIII correctional school, the formation of coherent speech acquires special significance due to the structure of the defect and becomes the main final goal of the entire correctional process. Children with disabilities experience serious difficulties in independently planning a plot, in creating a coherent context, in independently operating with lexico-grammatical categories, in the grammatical design of speech material. Children with disabilities experience serious difficulties in independently planning a plot, in creating a coherent context, in independently operating with lexico-grammatical categories, in the grammatical design of speech material. Therefore, along with the development of thinking, memory should also be developed, which are expressed through coherent speech. Therefore, along with the development of thinking, memory should also be developed, which are expressed through coherent speech.
The task of this stage is to teach children coherently and consistently, logically harmoniously and completely, accurately in the use of vocabulary and in content, correctly in grammatical design, to independently and freely present material, build utterances. The task of this stage is to teach children coherently and consistently, logically harmoniously and completely, accurately in the use of vocabulary and in content, correctly in grammatical design, to independently and freely present material, build utterances.
When teaching how to compose a coherent text using reference pictures and mnemonic tables, the following techniques are used: When teaching how to compose a coherent text using reference pictures and mnemonic tables, the following techniques are used: 1. Viewing pictures, illustrations; 2. Arranging in a logical sequence a series of plot pictures to the text; 3. Coming up with an additional and missing ("missing") picture for individual text fragments; 4. Isolation of phrases from the text for each picture; 5. Isolation and pronunciation, selective reading, memorization of individual fragments, expressive means (epithets, metaphors, comparisons, repetitions, inceptions, direct speech of heroes and characters); 6. Lexico-grammatical exercises in the text: the selection of signs and actions of objects from the text; selection of new characteristic features and actions in accordance with the content of the text; replacement of words with synonyms; word formation of related words, nouns with diminutive meaning; relative and possessive adjectives; distribution and transformation of proposals; 7. Discussion of the proposals made and selection of the most successful ones. Drawing up a coherent text.
Mnemonics - translated from Greek "the art of memorization." Memorization and recollection techniques increase the amount of memory by forming additional associations. Mnemonics - translated from Greek "the art of memorization." Memorization and recollection techniques increase the amount of memory by forming additional associations. Using mnemonic tables, i.e. schemes, in which certain information is embedded, sets as its goal: to consolidate various memorization methods, expand vocabulary, develop imaginative perception, oral speech, the ability to speak and tell coherently among students. Using mnemonic tables, i.e. schemes, in which certain information is embedded, sets as its goal: to consolidate various memorization methods, expand vocabulary, develop imaginative perception, oral speech, the ability to speak and tell coherently among students. In working with mnemonic tables, symbols and pictures are introduced: In working with mnemonic tables, symbols and pictures are introduced: A bright warm sun began to shine. A bright warm sun began to shine. Spring drops have begun. Merry streams ran. Merry streams ran. Children love sailing boats.
Mnemonic table SPRING Spring Warm spring has come. The bright sun warms. Merry streams murmur. The first snowdrops bloomed. Green grass appeared. Sticky buds swelled on the trees. Migratory birds have returned from the south. In the spring, children love to fly paper boats.
Creative story "SPRING" Spring Warm spring has come. The radiant sun shines brightly. Merry streams murmur. The blue snowdrops bloomed. Green grass appeared. Sticky buds swelled on the trees. The pussy willow hung up fluffy earrings. The birds sing loudly and build their nests. The guys love to walk on the street and launch boats in puddles. Mother's Day is celebrated in spring. I love my mom very much. Therefore, on this day I give her a bouquet of mimosa and my drawings.
1.the object (who is this?, What is it?) - an apple 2.the attribute of the object (which?, Which ?, which?) - red, round, sweet 3.the action of the object (what is it doing? it pours, falls 4. making a proposal - A ripe apple hangs on a branch. Apple An apple grows on an apple tree. It's red and round. The apples ripen in autumn. Apple jam is made from them. I love to eat juicy apples. Drawing up a short story based on a subject picture
Much work is being done when drawing up a plan for the text (Story by KD Ushinsky "Morning Rays"). Much work is being done when drawing up a plan for the text (Story by KD Ushinsky "Morning Rays"). An effective form is a retelling according to plan with visual support or a mnemonic table. An effective form is a retelling according to plan with visual support or a mnemonic table. The technique of developing students' skills in planning their speech utterances, as well as visual modeling of the stories being composed, has proven itself well in the practice of teaching children in a type VIII type correctional school. The technique of developing students' skills in planning their speech utterances, as well as visual modeling of the stories being composed, has proven itself well in the practice of teaching children in a type VIII type correctional school.
Methods of using visual modeling of the compiled stories based on reference pictures and mnemonic tables in corrective speech therapy classes give positive results. Methods of using visual modeling of the compiled stories based on reference pictures and mnemonic tables in corrective speech therapy classes give positive results. The advantage of the proposed methods is that they have a strong theoretical basis. Based on the concept of the complex and active nature of memorization processes, based in a person on a number of jointly working apparatuses of the cerebral cortex, each of which makes its own specific contribution to the organization of these processes, they open up wide possibilities for correcting deviations in speech and mental development caused by insufficient brain activity. The advantage of the proposed methods is that they have a strong theoretical basis. Based on the concept of the complex and active nature of memorization processes, based in a person on a number of jointly working apparatuses of the cerebral cortex, each of which makes its own specific contribution to the organization of these processes, they open up wide possibilities for correcting deviations in speech and mental development caused by insufficient brain activity. Optimal teaching methods often surpass the role of "natural features" in their importance. Optimal teaching methods often surpass the role of "natural features" in their importance.
