Evgenia Larina
If the child writes in a mirror

Mirror writing letters and numbers is one of the types of optical dysgraphia (a violation of writing due to the unformed visuospatial functions).

There are 33 letters in the Russian alphabet and writing 23 of them is difficult due to the properties specularity: B, C, D, E, I, K, R, C, C, W, S, b, b, Yu - "look" to the right side; 3, L, U, H, E, I - to the left.

Mirror writing letters is characteristic of retrained left-handers. These children often write individual letters, and often even a line as a whole, from right to left. They can also write letters and numbers from bottom to top.

This is due to the insufficient maturity of interhemispheric interaction, insufficient specialization of each hemisphere, as well as an insufficiently established vector of perception. (in Russian culture - from left to right).

Prerequisites « mirror» letters can be detected when child not yet literate. You need to take two pencils, put one of them on the table in a vertical direction, and attach the other to it on the right side at a right angle. ask child so that he, looking at your sample, does the same. Perhaps he will put a pencil on the left side, that is « mirror» . The same thing can happen in the process of drawing various simple objects, figures - child can reproduce the samples offered to him mirror. With the beginning of schooling, such children will reproduce alphabetic characters in the same way.

Particular attention should be paid to those children who prefer to use their left hand more.

The problem needs to be solved in preschool age, not waiting for the appearance of persistent violations of the letter, but trying to prevent them.

1. Development of visual memory:

BUT) "What appeared in the row"?

The child must carefully look at a number of objects on the first page, name them, then, turning the page, answer question: "What appeared in the row?"

B) Look at the picture together, let the child try to remember all the details. Then close the book and ask the child questions about the picture, For example: "Who was sitting at the table?", "What color was the hedgehog's shirt?", "And the squirrel?", "What was under the table?", "Was there a rug on the floor?"…

2. Development of orientation in space, in one's own body and on a sheet of paper.

We start by distinguishing between the right and left hands. Learning to distinguish between concepts "up" and "down below". Then we learn to navigate in our own body, for example, to find our right ear, right eye, left leg, right cheek, etc.

The next stage is the development of orientation in the surrounding space in terms of taking into account its right and left sides. The child needs to be explained that all those objects that are closer to his right hand are to his right, and those that are closer to his left hand are to his left. After that to kid asking questions about the location of various items: Where is the door, to your right or left? And the window? Why do you think so?

Then you can move on to determining the location of objects in relation to each other. for example: notebook to the right of the book (not to the child, a pen to the left of the notebook, etc.

And only after that the child will be able finally, understand whether to the right or left of the vertical stick you need to write a horizontal stick and an oval in the letter u, etc.

3. Development fine motor skills hands The use of massage and self-massage of fingers, games with fingers, stroking, shading, tasks for drawing parts of objects, patterns; working with scissors, plasticine, drawing with watercolors, wax and school crayons, pencils, felt-tip pens, finger paints ...

4. We learn to accompany with a finger in the course of writing a letter, a line of a letter.

5. Writing graphic dictations (point, two cells up, one cell to the right, one cell down, one cell to the left).

6. Multisensory approach to learning letters:

Sculpting letters, for example, from salt dough. The height of the letters must be at least 5 cm, and the sample with the letters must be in front of the eyes;

Image of letters with the help of the whole body;

Handwriting in huge letters in the air;

Development of tactile sensations through dermalexia (you need to know which letter "wrote" on the back, on the arm, in the air with the arm child, recognize letters by touch, etc.)

Modeling of letters from sticks, from elements of letters, reconstruction of letters. for example: From the letter P, you can make the letter H by moving one stick. Definition of letters that can be laid out from three (I, A, P, N, S, F) and two elements (G, T, K). Construction of letters from elements: oval, semi-oval, long and short stick.

7. Recognition of noisy (superimposed on each other, shaded, etc., unfinished, inverted letters.

8. Kinesiology exercises (see next article).

9. Writing mixed letters from dictation. The letters are dictated in an indefinite sequence to eliminate the possibility of guesswork, For example: E, E, E, E, E, E, E, etc. Before writing each letter the child has to say what elements it consists of, in which direction it is directed - "looks". Then move on to writing syllables, words and sentences with these letters.

It is necessary to selectively work only on those letters that can be affected by « specularity» .

Before your eyes child there should always be posters depicting the letters of the alphabet.

In the process of performing written exercises, you need to especially carefully monitor both the direction of the letter as a whole (the line is filled in from left to right, and the way each letter is written. It is important to see the writing process itself, and not be content with just finished "view" even if they are spelled correctly.

Similar work is being done for « mirror» writing numbers.

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DETECTION, WARNING, CORRECTION.

“Mirror” writing of letters is one of the types of writing disorders, which is based on insufficient formation:

• visual-spatial perception and representations;
• visual analysis and synthesis;
• knowledge about letters.

If a child of preschool age, before the start of literacy, has not learned to compare objects in size and shape, is poorly oriented in the spatial arrangement of objects in relation to himself and to each other, then it will be difficult for him to assimilate and differentiate the differences of optically similar letters.

There are 33 letters in Russian, and 23 of them cause difficulty due to the properties of specularity, namely:

• B, C, D, E, I, K, R, C, C, W, s, b, b(elements are written on the right)
• Z, L, U, H, E, Z(elements are written on the left)

"Mirror" letter writing occurs in children 6-7 years old and is revealed when they learn to write.

DETECTING THE "MIRROR" OF VISUAL PERCEPTION

A drawing that depicts correctly and mirror-written letters.

The child can be given the following tasks:

1. In each pair of letters, show the correct spelling.
2. Think up and tell how you can change the wrong (mirror) letter into the right one.

With the beginning of schooling, children with impaired visual perception will reproduce alphabetic signs in the same way. This indicates the stable nature of the child's difficulties and the general unformed spatial representations. Therefore, you need to think not so much about individual letters, but about the need to solve the problem as a whole. And it is necessary to solve it precisely at preschool age, not expecting the appearance of persistent violations of the letter, but trying to prevent them, if possible.

I.PREPARATORY STAGE

Target: development of the child's ability to navigate

on your own body.

1. Education of a clear differentiation of the right and left hand.
   (Which hand is your right? And which is your left? In which hand do you hold a pencil, a spoon?).
2. An exercise in finding the right foot, right eye, left ear, right cheek, etc. without error.
   (- Jump on your left foot. - Put your left hand on your right cheek.)
3. Teaching orientation in space in terms of taking into account the right and left sides.
   The child needs to be explained that all those objects that are closer to his right hand are to his right, and those that are closer to his left hand are to his left.
   After that, the child is asked questions about the whereabouts various items. (Is the closet on your left or right? Is your friend Misha sitting on your left or right? Why do you think that?)
4. When the child learns to accurately answer such questions, you can move on to determining the location of objects in relation to each other.
   For example: "Put the notebook to the left of the book. Sit to the right of Dima."
   
   And only after the child has mastered the features of the spatial arrangement of objects, he will finally be able to understand whether to the right or left of the vertical stick you need to write a horizontal stick and half an oval in the letter "B".

II.GAMES AND EXERCISES AIMED AT THE PREVENTION AND CORRECTION OF THE "MIRROR" LETTER

Purpose: mastering the concepts of "top", "bottom", "right", "left", "center". Improving the visual analyzer.

1. The game "Virtual Spider"

Place a sheet with a square grid in front of the child. In the center of the grid is a "spider" - a chip that can only move on a signal and only one cell within the field. The reference point is the middle (center) of the field. A signal is given: up - right - down. The child moves his chip on a sheet of paper, noting where the "spider" has stopped. The pace gradually accelerates and the number of movements increases from 2-3 to 8-10. At the last stage, the child determines the position of the “spider” with his eyes closed and names this place. As a result of this game, the concepts of top-bottom, right-left are clearly and firmly assimilated, and children also remember the names of the squares.

2. After such preparation, the child can be offered graphic dictations for drawing ornaments, figures and letters.

For example, put a dot on a sheet of checkered paper and draw lines from it with a pencil along the cells under dictation:

8 spaces up, 2 spaces right, 3 spaces down, 2 spaces left, 3 spaces up, 2 spaces right, 8 spaces down, 2 spaces left, 3 spaces up, 2 spaces left, 3 spaces down, 2 spaces left.

If there are no mistakes, then the letter “H” will be obtained, which the child hatches. Thus, any letter can be drawn. Children really like this work, although it requires concentration of attention, the clarity of the instructions, and the formed visual-spatial perception.

3. Laying out letters from sticks with fixing attention on which direction the letter is directed, where the elements are located and in what quantity.

4. Definition of letters, written on cards, where both correct and false (mirror) letters are presented.

5. Feeling cardboard letters with closed eyes(game "Wonderful chest"). It is necessary to get a letter from the chest with closed eyes, determine by touch which letter, name it, come up with words containing this letter, put it on the table so that it reflects the correct spelling.

6. Determination of letters written on the back, arm, palm(slowly draw the contour of the letter with your finger), in the air (with closed and open eyes).

For younger children, you can use this exercise by drawing geometric shapes familiar to them (circle, square, triangle) instead of letters.

7. Finding the missing elements of letters. The game "The letter is broken."

8. Outlining letters on a stencil, template, laying out the outline of letters threads, seeds, wire, sticks; drawing letters on asphalt, on snow, on glass, on sand.

9. Demonstration of letters in different positions.

10. Presentation of letters in different fonts: printed, uppercase, lowercase, stylized.

11. The game "Sea battle". Everyone knows the rules of this game. In this case, both uppercase and lowercase letters are taken for the "coordinate grid".

12. Search for letters written one against the other, or “noisy” letters.

13. Reconstruction of letters.

For example, from the letter P, you can make the letter B by drawing one element, and from the letter H you get the letter P, if you move only one stick.

14. Definition of letters that can be laid out from three, four or two sticks.

Of the three sticks - N, P, I, A, S, K, F

From two sticks - T, L, X, G.

Of the four - W, M

III. THE FINAL STAGE

Purpose: fixing the image of the letter and its written spelling.

Letter of mixed letters to dictation. The letters are dictated in an indefinite sequence to eliminate the possibility of guesswork, for example: c, c, b, s, b ....

Thus, the problem of "mirror" writing exists and requires close attention from teachers and parents.

We wish success to your children!

Deputy head according to UMR MBDOU Kindergarten No. 13 "Fairy Tale" Agafonova Yu.V.

WHY A CHILD "MIRROR" WRITES IN A MIRROR REFLECTION. Children of 5-6 years of age, having learned to write, “mirror” letters and numbers - they either write from right to left, or they get letters in a mirror image. Why is this and what to do about it is a common question. To begin with, it is necessary to EXCLUDE such a serious violation as DYSGRAPHY, or other neurological problems. If there are no deviations, then why does the child “mirror”? The most accurate and correct answer is because a mature connection between the hemispheres of the brain has not yet been formed in a preschool child. Since school, we have known the fact that the right and left hemispheres of the human brain have different functions, they control different types activities. From which of the hemispheres is most developed in a person (whether by virtue of innate properties, or by virtue of upbringing), his individuality, especially his perception, depends. SPECIALIZATION OF THE HEMISPHERES OF THE BRAIN. The LEFT HEMISPHERE is responsible for speech, verbal hearing, abstract (concepts), the ability to analyze, detail, build algorithms, operate with facts, details, symbols. The RIGHT HEMISPHERE is responsible for intonational expressiveness, figurative auditory perception, creative possibilities, intuition, ability to adapt. It is believed that by the time of birth, the right hemisphere of the child's brain is larger in relation to the left. It is even claimed that up to 9-10 years the child is "right hemisphere". The maturation of the right hemisphere is carried out at a faster pace, and therefore, in the early period of development, its contribution to ensuring psychological functioning exceeds the contribution of the left hemisphere. Indeed, young children are characterized by involuntariness, low awareness of behavior, they are very emotional, their cognitive activity has a more direct, holistic and figurative character. Significant changes in interhemispheric interaction are noted by the age of 6-7, that is, by the beginning of schooling. With an increase in the activity of the left hemisphere, complex concepts appear, the development of abstract thinking, the ability to count and write. Children who have retained the right hemisphere specialization of the brain for a longer time do not write so well, skip letters, do not add words, they have a hard time with the multiplication table, and such children often “mirror” in writing. Normal mental activity involves the joint work of both hemispheres of the brain. That is, stable neural connections must be formed between the hemispheres that transmit information. This is a complex and gradual process. In a preschooler, these connections are still very thin. They should not be overloaded (early reading and writing, math), but they can be helped to develop. Thus, a child comes into this world initially “right hemisphere”, as he grows up, the left hemisphere also begins to develop, forming connections with the right hemisphere. These connections are very weak at first, this affects the baby’s skills such as writing, reading, counting, symmetrical movements with arms or legs ... Because of these weak connections, many babies (if they are also left-handed) “mirror” letters and numbers in letter. If you notice this in your child, do not panic. Everything is fine. Just constantly calmly point out mistakes, ask for correction. In addition, help develop and strengthen interhemispheric connections. There are different exercises for this. Do them with your child several times a day just for fun, or as a physical activity during classes with your baby. EXERCISES FOR THE DEVELOPMENT OF INTERHEMISPHERE INTERACTION “Ears” The goal is to energize the brain. Straighten and stretch the outer edge of each ear with the same hand in an upward-outward direction from the top to the earlobe (five times). Massage the ear. "Flashlights" The goal is the development of interhemispheric interaction (corpus callosum), arbitrariness and self-control. Put your hands on the table. One hand is clenched into a fist, the other lies on the plane of the table (palm). Simultaneously and in different directions to change the position of the hands. Mirror painting. On a sheet of clean paper, taking pencils or felt-tip pens in both hands, we invite the child to draw mirror-symmetrical drawings, letters, numbers with both hands at the same time. It is recommended that you use music when performing this task. “Ring” We raise the palms of both hands and begin to sort through the fingers on both hands, connecting the index, middle, ring fingers, etc., into a ring with the thumb. It is performed first with the right hand, then with the left, then with both. We change the pace of execution, then speeding it up, then slowing it down. “Fist - edge - palm” We show the child three positions of the palm on the table, successively replacing each other: an open palm on the table, a palm clenched into a fist, a palm with an edge on the table. First, perform the exercise together: a) with the palm of your right hand; b) the palm of the left hand; c) both palms at the same time. At the same time, we change the pace of execution, then speeding it up, then slowing it down. Then the child performs the exercise himself. "Ear - Nose" Grab the tip of the nose with your left hand, and the opposite ear with your right hand. Release your ear and nose at the same time, clap your hands, change the position of your hands "exactly the opposite." Recent studies show that the phenomenon of mirror writing can occur along with a number of other errors at some stage in the development of writing skills in all children with normal development. And further! Remember that the greatest figure, the multifaceted Italian genius Leonardo da Vinci wrote his notebooks in mirror image.

Most studies of mirror handwriting in children are conducted on special samples - for example, they study mirror writing in the context of dysgraphia or the phenomenon of right-handers writing with their left hand. It is believed that mirror writing - that is, from right to left for most European peoples - is associated with insufficient formation of spatial thinking, primarily in relation to their own body, when children confuse the right and left hands, as well as insufficient formation of the functions of visual analysis and synthesis and even by learning to write in block letters too quickly, because of which children do not have time to reliably learn the relationship between the shape of a letter and its meaning.

However, recent studies have shown that the so-called "handwriting of Leonardo", named after a genius who preferred to keep his numerous diaries in mirror handwriting, is also found in children with typical development. The Journal of Educational Psychology recently published an article by French psychologists Jean-Paul Fischer and Youssef Tazuti on the causes of mirror writing in five-year-olds.

The authors posed two main questions. The first was to find out the nature of the connection between the mirror copying of letters and numbers from the sample and writing them from memory, and the second - how the mirror writing of individual characters leads to the mirror writing of whole words, in particular, a proper name.

The scientists conducted three series of experimental studies in French schools to answer these questions. It turned out that when copying from a sample, children make much fewer mirror errors than when writing from memory. A weak but significant correlation was found between the mirror spelling of characters and one's own name. Surprisingly, the level of school performance was also positively correlated with mirror spelling, although the strength of this correlation was much smaller than in the case of the correct orientation of letters. At the same time, other mistakes - for example, spelling, but made in the correct orientation from left to right - were negatively correlated with academic performance.

As a result of the research, the authors came to the conclusion that the phenomenon of mirror writing can occur along with a number of other errors at a certain stage in the development of writing skills in all children with normal development. At the same time, not individual psychological factors, right-handedness or left-handedness and the sex of the child, but context factors can play a big role: for example, what the child wrote before, and even in what part pages he began to write.

Most studies of mirror handwriting in children are conducted on special samples - for example, they study mirror writing in the context of dysgraphia or the phenomenon of right-handers writing with their left hand. It is believed that mirror writing - that is, from right to left for most European peoples - is associated with insufficient formation of spatial thinking, primarily in relation to their own body, when children confuse the right and left hands, as well as insufficient formation of the functions of visual analysis and synthesis and even by learning to write in block letters too quickly, because of which children do not have time to reliably learn the relationship between the shape of a letter and its meaning.

However, recent studies have shown that the so-called "handwriting of Leonardo", named after a genius who preferred to keep his numerous diaries in mirror handwriting, is also found in children with typical development. In children with dysgraphia, specific features of the perception of 3D three-dimensional (three-dimensional) spaces are recorded in the form of space defects in the right and / or left field, on the border of central and peripheral vision. Moreover, only in the near 3D space (this distance is from 0 cm to 30-40 cm). In the “defect window”, the space is located in the form of a reverse perspective. In these spaces, the image is mirror inverted. Therefore, when a child in the process of writing a letter or number falls into the defect zone, he writes it “as he sees”, that is, in a mirror image. It can be assumed that children with dysgraphia have impaired perception of 3D volumetric three-dimensional spaces. Moreover, it is the near space. In the far space, violations can either be fixed or absent. In the near 3D space there is a defect in the form of a kind of "window" in which the reverse perspective is located, or the so-called "Lobachevsky spaces". In these spaces, the image is mirror-flipped both vertically and horizontally. When a child in the process of writing a letter or number falls into the defect zone, he writes it "as he sees it", that is, in a mirror image.

Apparently, the discovered patterns of perceptual disturbances, on the one hand, expand our understanding of the pathophysiological mechanisms of dysgraphia in children and can be one of the diagnostic criteria. On the other hand, the detected pathognomonic phenomena can serve as a marker of the effectiveness of psychophysiological and/or neuropsychological correction.

When copying from a sample, children make far fewer mirror errors than when writing from memory. The phenomenon of mirror writing can occur along with a number of other errors at a certain stage in the development of writing skills in all children with normal development. At the same time, it is not individual psychological factors, right-handedness or left-handedness and the sex of the child that play a big role, but contextual factors: for example, what the child wrote before, and even in what part of the page he started writing

Mirror writing of letters and numbers is one of the types of optical dysgraphia, which is based on:

Insufficient formation of visual-spatial perception and ideas (i.e. ideas about the shape, size of objects, and their location in space in relation to themselves and to each other;

Insufficient formation of visual analysis and synthesis;

Insufficient formation of letter gnosis.

Such problems are more common in children 6-7 years old and are identified when teaching them to write. If a child of preschool age, before learning to read and write, has not acquired the ability to compare objects in size and shape; is poorly oriented in the spatial arrangement of objects in relation to himself and to each other (confuses the right and left sides, makes mistakes in understanding the meanings and using prepositions denoting the location of objects in space), then it will be difficult for him to assimilate and differentiate the subtle differences of optically similar letters.

There are 33 letters in the Russian alphabet and writing 23 of them causes difficulties due to the properties of mirroring. Mirror writing of letters is typical of those children whose left hand is leading, but who were “retrained” to the right. These children often write individual letters, and often even a line as a whole, from right to left. They also tend to write letters and numbers from bottom to top.

The prerequisites for "mirror" writing can be identified at preschool age, when the child is not yet literate. In this case, special attention should be paid to those children who prefer to use their left hand more.

One way to identify such prerequisites: taking two pencils, one of them is placed on the table in a vertical direction, and the other is attached to it on the right side at a right angle. Ask the child to look at your sample and do the same with two other pencils. Perhaps he will put the pencil on the left side, that is, "mirror". The same thing can happen in the process of drawing various simple objects, figures - a child can reproduce the samples offered to him in a mirror.

With the beginning of schooling, such children will reproduce alphabetic characters in the same way. This speaks of the stable nature of the child's difficulties and, at the same time, of the unsystematic nature, as if by chance, of their manifestation in relation to individual letters. All this testifies to the general lack of formation of spatial representations against the background of which the correct or mirror spelling of individual letters is largely random. Therefore, you need to think not so much about individual letters, but about the need to solve the problem as a whole. And it is necessary to solve it precisely at preschool age, not expecting the appearance of persistent violations of the letter, but trying to prevent them, if possible. It is important to take into account that the stable predominance of the left or right hand is finally formed by about 6 years. If the left hand turns out to be dominant, then regardless of which hand the child will write with, he requires special attention in this respect.

Before carrying out work on distinguishing between the correct letter and its counterpart, a preparatory stage is carried out, which helps to develop children's orientation in space, on themselves and on a sheet of paper.

You should start here with the education of a clear differentiation of the right and left hands (Which hand is your right? And which is your left?). Then they teach to navigate in their own body, that is, they cultivate the ability to accurately find their right ear, right eye, left leg, right cheek, etc.

The next stage of work is the development of orientation in the surrounding space in terms of taking into account its right and left sides. The child needs to be explained that all those objects that are closer to his right hand are to his right, and those that are closer to his left hand are to his left. After that, the child is asked questions about the location of various objects. (Where is the door, to your right or left? And the window? Why do you think so?) When the child learns to accurately answer such questions, you can move on to determining the location of objects in relation to each other.

For example: a notebook to the right of the book (and not from the child himself), a pen to the left of the notebook, etc. And only after the child has mastered the features of the spatial arrangement of objects, he will finally be able to understand whether to the right or left of the vertical stick write a horizontal stick and an oval in the letter u, etc. It is not advisable to start working with such a child immediately from learning the lettering styles. Work to prevent "mirror" writing should be carried out in several directions.

To correct "mirror" writing, it is effective to use the following types of work:

reproduction of standard letters by children using cards, stencils, cubes;

finger accompaniment by letter, along the line of the letter

tracing a letter with a finger in the air with visual support and with a sound guide (pronunciation)

writing graphic dictations (dot, two cells up, one cell to the right, one cell down, one cell to the left). The main thing is to arouse interest in the child.

Improving spatial and temporal orientations on oneself, on a sheet of paper, developing the ability to memorize, automate and reproduce series, including several different movements, pronunciation (seasons, days of the week).

Development of fine motor skills of hands using massage and self-massage of fingers, games with fingers, stroking, hatching, working with scissors, plasticine.

Development of tactile sensations through dermalexia, preventive work to prevent dysgraphia (you need to find out which letter was “written” on the back, on the arm, in the air with the child’s hand, recognize the letters by touch, etc.)

Expanding the field of view of the child.

· development of constructive praxis by modeling letters from sticks, from elements of letters, reconstructing letters. For example: from the letter P, you can make the letter H by moving one stick. Definition of letters that can be laid out from three (I, A, P, N, C, F) and from two elements (G, T, K). Designing letters from elements: oval, semi-oval, long and short stick.

Children should clearly learn the concepts of "up", "down", "right", "left".

In order to achieve this goal, there should be different games, up to laying out various figures, ornaments.

search for letters superimposed on each other.

highlighting letters written one against the other.

At the final stage of work, you can move on to written exercises.

writing mixed letters from dictation. Letters are dictated in an indefinite sequence to exclude the possibility of guesswork, for example: E, E, E, E, E, E, E, etc. Before writing each letter, the child must say what elements it consists of, in which direction it is directed - "looks".

After the disappearance of errors when writing individual letters, you can proceed to writing syllables, and then words with these letters.

To facilitate the difficult task facing the child of mastering the correct style of letters, it is better to selectively work only on those letters to which “mirror” can spread.

The fact is that many printed and some handwritten letters are completely symmetrical, which makes it simply impossible to write them "mirror". These ones printed letters: A, D, F, M, N, O, P, T, F, X, W. These 11 letters can be completely excluded from the exercises, which will immediately make the work more focused and less voluminous. Then the child needs to be explained that in most cases the elements of the letters are written on the right. This applies to the following letters: B, C, G, E, I, K, R, C, C, W, Y, b, b, Y. The child still has to remember those 6 letters that are “deployed” in left side: 3, L, U, H, E, Z.

At the final stage of the work, written exercises are widely used, since it is precisely in ensuring the correct spelling of letters that the ultimate goal of all work is. In the process of performing written exercises, you need to especially carefully monitor both the direction of the letter as a whole (the line is filled from left to right) and the way each letter is written: elements in letters are added only on the right side and in the direction from top to bottom. It is important to see the writing process itself, and not be content with just a ready-made “look”, even if the letters are correctly written. As written exercises, you can use writing under the dictation of individual letters, then syllables and words with these letters. If there are no errors, you can proceed to write proposals.

Similar work is carried out with the "mirror" writing of numbers. Experience shows that all numbers can be "mirror" depicted. "Mirror" in mathematics manifests itself very clearly, since much more often it is necessary to act in a given direction, especially when constructing geometric figures and in calculations.

It should be remembered that even after a comprehensive corrective work child's written work should be closely monitored.

And for teaching mathematics, an amazing invention of mankind is used - notebooks in a cage. Every adult should remember that a child needs to be taught how to use the cells: to be able to count the required amount up - down, right, left, step back a cell down, three cells in a given direction. In a word, to teach to observe a single spelling regimen. This is the first step for a child to master the written calculation in a column! If the child finds it difficult to work in the cells, then when working with multi-digit numbers, with written addition and subtraction, written multiplication and division, errors will appear due to the shift of the record in the cells.

So, the problem of "mirror" writing requires close attention of us adults. Not only the teacher can help the child, but also the parents.

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Most studies of mirror handwriting in children are conducted on special samples - for example, they study mirror writing in the context of dysgraphia or the phenomenon of right-handers writing with their left hand. It is believed that mirror writing - that is, from right to left for most European peoples - is associated with insufficient formation of spatial thinking, primarily in relation to their own body, when children confuse the right and left hands, as well as insufficient formation of the functions of visual analysis and synthesis and even by learning to write in block letters too quickly, because of which children do not have time to reliably learn the relationship between the shape of a letter and its meaning.

However, recent studies have shown that the so-called "handwriting of Leonardo", named after a genius who preferred to keep his numerous diaries in mirror handwriting, is also found in children with typical development. In children with dysgraphia, specific features of the perception of 3D three-dimensional (three-dimensional) spaces are recorded in the form of space defects in the right and / or left field, on the border of central and peripheral vision. Moreover, only in the near 3D space (this distance is from 0 cm to 30-40 cm). In the “defect window”, the space is located in the form of a reverse perspective. In these spaces, the image is mirror inverted. Therefore, when a child in the process of writing a letter or number falls into the defect zone, he writes it “as he sees”, that is, in a mirror image. It can be assumed that children with dysgraphia have impaired perception of 3D volumetric three-dimensional spaces. Moreover, it is the near space. In the far space, violations can either be fixed or absent. In the near 3D space there is a defect in the form of a kind of "window" in which the reverse perspective is located, or the so-called "Lobachevsky spaces". In these spaces, the image is mirror-flipped both vertically and horizontally. When a child in the process of writing a letter or number falls into the defect zone, he writes it "as he sees it", that is, in a mirror image.

Apparently, the discovered patterns of perceptual disturbances, on the one hand, expand our understanding of the pathophysiological mechanisms of dysgraphia in children and can be one of the diagnostic criteria. On the other hand, the detected pathognomonic phenomena can serve as a marker of the effectiveness of psychophysiological and/or neuropsychological correction.

When copying from a sample, children make far fewer mirror errors than when writing from memory. The phenomenon of mirror writing can occur along with a number of other errors at a certain stage in the development of writing skills in all children with normal development. At the same time, it is not individual psychological factors, right-handedness or left-handedness and the sex of the child that play a big role, but contextual factors: for example, what the child wrote before, and even in what part of the page he started writing

Mirror writing of letters and numbers is one of the types of optical dysgraphia, which is based on:

Insufficient formation of visual-spatial perception and ideas (i.e. ideas about the shape, size of objects, and their location in space in relation to themselves and to each other;

Insufficient formation of visual analysis and synthesis;

Insufficient formation of letter gnosis.

Such problems are more common in children 6-7 years old and are identified when teaching them to write. If a child of preschool age, before learning to read and write, has not acquired the ability to compare objects in size and shape; is poorly oriented in the spatial arrangement of objects in relation to himself and to each other (confuses the right and left sides, makes mistakes in understanding the meanings and using prepositions denoting the location of objects in space), then it will be difficult for him to assimilate and differentiate the subtle differences of optically similar letters.

There are 33 letters in the Russian alphabet and writing 23 of them causes difficulties due to the properties of mirroring. Mirror writing of letters is typical of those children whose left hand is leading, but who were “retrained” to the right. These children often write individual letters, and often even a line as a whole, from right to left. They also tend to write letters and numbers from bottom to top.

The prerequisites for "mirror" writing can be identified at preschool age, when the child is not yet literate. In this case, special attention should be paid to those children who prefer to use their left hand more.

One way to identify such prerequisites: taking two pencils, one of them is placed on the table in a vertical direction, and the other is attached to it on the right side at a right angle. Ask the child to look at your sample and do the same with two other pencils. Perhaps he will put the pencil on the left side, that is, "mirror". The same thing can happen in the process of drawing various simple objects, figures - a child can reproduce the samples offered to him in a mirror.

With the beginning of schooling, such children will reproduce alphabetic characters in the same way. This speaks of the stable nature of the child's difficulties and, at the same time, of the unsystematic nature, as if by chance, of their manifestation in relation to individual letters. All this testifies to the general lack of formation of spatial representations against the background of which the correct or mirror spelling of individual letters is largely random. Therefore, you need to think not so much about individual letters, but about the need to solve the problem as a whole. And it is necessary to solve it precisely at preschool age, not expecting the appearance of persistent violations of the letter, but trying to prevent them, if possible. It is important to take into account that the stable predominance of the left or right hand is finally formed by about 6 years. If the left hand turns out to be dominant, then regardless of which hand the child will write with, he requires special attention in this respect.

Before carrying out work on distinguishing between the correct letter and its counterpart, a preparatory stage is carried out, which helps to develop children's orientation in space, on themselves and on a sheet of paper.

You should start here with the education of a clear differentiation of the right and left hands (Which hand is your right? And which is your left?). Then they teach to navigate in their own body, that is, they cultivate the ability to accurately find their right ear, right eye, left leg, right cheek, etc.

The next stage of work is the development of orientation in the surrounding space in terms of taking into account its right and left sides. The child needs to be explained that all those objects that are closer to his right hand are to his right, and those that are closer to his left hand are to his left. After that, the child is asked questions about the location of various objects. (Where is the door, to your right or left? And the window? Why do you think so?) When the child learns to accurately answer such questions, you can move on to determining the location of objects in relation to each other.

For example: a notebook to the right of the book (and not from the child himself), a pen to the left of the notebook, etc. And only after the child has mastered the features of the spatial arrangement of objects, he will finally be able to understand whether to the right or left of the vertical stick write a horizontal stick and an oval in the letter u, etc. It is not advisable to start working with such a child immediately from learning the lettering styles. Work to prevent "mirror" writing should be carried out in several directions.

To correct "mirror" writing, it is effective to use the following types of work:

• reproduction of standard letters by children using cards, stencils, cubes;
• finger accompaniment by letter, along the line of the letter
• circling a letter with a finger in the air with visual support and with a sound guide (pronunciation)
• writing graphic dictations (point, two cells up, one cell to the right, one cell down, one cell to the left). The main thing is to arouse interest in the child.
• improvement of spatial and temporal orientations on oneself, on a sheet of paper, development of abilities for memorization, automation and reproduction of series, including several different movements, pronunciation (seasons, days of the week).
• development of fine motor skills of hands using massage and self-massage of fingers, games with fingers, stroking, hatching, working with scissors, plasticine.
• development of tactile sensations through dermalexia, preventive work to prevent dysgraphia (you need to find out which letter was “written” on the back, on the arm, in the air with the child’s hand, recognize the letters by touch, etc.)
• expanding the field of view of the child.
• development of constructive praxis by modeling letters from sticks, from elements of letters, reconstructing letters. For example: from the letter P, you can make the letter H by moving one stick. Definition of letters that can be laid out from three (I, A, P, N, C, F) and from two elements (G, T, K). Designing letters from elements: oval, semi-oval, long and short stick.

Children should clearly learn the concepts of "up", "down", "right", "left".

• to achieve this goal, different games should be played, up to laying out various figures and ornaments.
• search for letters superimposed on each other.
• selection of letters written one against the background of another.

At the final stage of work, you can move on to written exercises.

• writing mixed letters to dictation. Letters are dictated in an indefinite sequence to exclude the possibility of guesswork, for example: E, E, E, E, E, E, E, etc. Before writing each letter, the child must say what elements it consists of, in which direction it is directed - "looks".
• after the errors disappear when writing individual letters, you can move on to writing syllables, and then words with these letters.

To facilitate the difficult task facing the child of mastering the correct style of letters, it is better to selectively work only on those letters to which “mirror” can spread.

The fact is that many printed and some handwritten letters are completely symmetrical, which is why it is simply impossible to write them "mirror". These printed letters are: A, D, Zh, M, N, O, P, T, F, X, W. These 11 letters can be completely excluded from the exercises, which will immediately make the work more focused and less voluminous. Then the child needs to be explained that in most cases the elements of the letters are written on the right. This applies to the following letters: B, C, G, E, I, K, R, C, C, U, S, b, b, Y. The child still has to remember those 6 letters that are “turned” to the left side: 3, L, U, H, E, I.

At the final stage of the work, written exercises are widely used, since it is precisely in ensuring the correct spelling of letters that the ultimate goal of all work is. In the process of performing written exercises, you need to especially carefully monitor both the direction of the letter as a whole (the line is filled from left to right) and the way each letter is written: elements in letters are added only on the right side and in the direction from top to bottom. It is important to see the writing process itself, and not be content with just a ready-made “look”, even if the letters are correctly written. As written exercises, you can use writing under the dictation of individual letters, then syllables and words with these letters. If there are no errors, you can proceed to write proposals.

Similar work is carried out with the "mirror" writing of numbers. Experience shows that all numbers can be "mirror" depicted. "Mirror" in mathematics manifests itself very clearly, since much more often it is necessary to act in a given direction, especially when constructing geometric figures and in calculations.

It should be remembered that even after carrying out complex corrective work, it is necessary to carefully monitor the written work of the child.

And for teaching mathematics, an amazing invention of mankind is used - notebooks in a cage. Every adult should remember that a child needs to be taught how to use the cells: to be able to count the required amount up - down, right, left, step back a cell down, three cells in a given direction. In a word, to teach to observe a single spelling regimen. This is the first step for a child to master the written calculation in a column! If the child finds it difficult to work in the cells, then when working with multi-digit numbers, with written addition and subtraction, written multiplication and division, errors will appear due to the shift of the record in the cells.

So, the problem of "mirror" writing requires close attention of us adults. Not only the teacher can help the child, but also the parents.