Polina S. Mingaleva

Every year there is a tendency towards an increase in writing disorders in primary school age, which include dysgraphia. In this regard, our research is relevant. The purpose of the article is to identify and characterize the features of dysgraphia in modern primary school children. We examined the operations of the writing process, the original author's approaches to the classification and manifestations of dysgraphia, conducted an experimental study, as a result of which we identified acoustic dysgraphia and dysgraphia based on violations of language analysis and synthesis. The identified characteristics should form the basis for further speech therapy.