METHODOLOGICAL RECOMMENDATIONS ON IMPROVING THE LINGUISTIC BASIS OF TEACHING LITERACY TO STUDENTS WITH PROBLEMS IN MENTAL DEVELOPMENT

Аннотация

This article is a methodological recommendation on improving the linguistic basis of teaching literacy to students with problems in mental development, one of the important tasks of world education - theformation of afunctionally literate student. The article is aimed at highlighting the scientific literature on teaching literacy to students with problems inmental development. Keywords:Reading, defect, bibliopsychology, arousal, thinking, perception, memory, attention, speech, imagination, knowledge, art. Most students studying in special schools have persistent cognitive impairment as a result of organic damage to the central nervous system, that is, all their mental processes are underdeveloped. As a result, deficiencies in cognitive activity have an impact on the process of teaching literacy. During corrective work, students' thinking, perception, memory, attention, speech, imagination, emotions and other mental processes are developed. The need to carry out literacy work in conjunction with corrective work was determined as a result of an analysis of the literature and a study of the teacher's work experience. The importance of didactic games in the correction and development of the cognitive activity of a mentally retarded child is widely covered in psychological and pedagogical literature. As psychologists A.B. Kovaleva, A.A. Smirnova, A.V. Zaparozhets, A.P. Usova, V.A. Kutetsky, G.U. Shchukina and others have noted, didacticgames have a great impact onthemental development of children in primary school. In the textbook “Psychology” by A.A. Smirnova, A.V. Kovaleva, it is emphasized that “Game is a reflection of the adult world for a child, it is a way to learn the world around him”. V.A. Krutetsky, analyzing the psychological mechanisms of game activity in his works, believes that “A properly organized game serves to cultivate the positive qualities of a child’s personality, helps to form a team, its cohesion, cultivates the qualities of friendship and camaraderie. The components of game activity are mental processes.” “The game serves to perceive the surrounding environment, to feel, to develop perception, speech, thinking, to develop initiative, to create positive emotions.” The game is one of the means of relaxation from mental activity in the learning process. The result and the satisfaction that the participants get in the game activity areimportant. In his book “Activation of students' learning activities in the learning process”, he emphasized the importance of creative activity in the learning process and the need for the teacher to be able to find the right solution to these problems in practice. The presence of interest in the learning process depends on the development of a desire for knowledge. Didactic game is one of the means ofachieving thegoals ofinteresting teaching and development. According to V.P. Groshenkov and I.A. Stepanov, game activity makes it possible to activate the learning process, and children develop observation, attention, memory, and thinking skills. Game activityalso serves tocontrol, repeat, consolidate, and deepen previously acquired knowledge. page1341 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue02,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai In the period of literacy training in the auxiliary school, in reading and writing lessons, the teacher selects and uses appropriate didactic games, riddles, quizzes, rebuses, etc., taking into account thepurpose, content, level ofknowledge ofstudents, and methodsused in thelesson. Didacticgames can beused at any stage of thelesson. In educational activities, didactic games allow students to understand their knowledge in native language lessons, form the psychological basis of mastery, find new ways of satisfying the need forknowledge, andencourage them to engage innew educational activities. “Game activity is a continuous link with educational activities, increases its capabilities, and has become one of the important sources of correction and development of cognitive activity of mentallyretarded students,”heemphasizes. After explaining the conditions of the game in each lesson, it is advisable to demonstrate it togetherwith thestudents, andthen have thechildren perform it. The effectiveness of the game largely depends on the teacher's mood, attitude, emotional state, andinterest in theresults of thegame. Didactic games in literacy lessons arouse interest in the child in acquiring new knowledge, and develop their independence. In the first grade of a specialized auxiliary school, literacy training is carried out in reading and writing lessons, and starting from the second grade, the knowledge acquired in the first grade is strengthened and improved in reading lessons. While reading skills aredeveloped inreading lessons, writing skillsare developed in writing lessons. The results of studying the characteristics of liter