Keyword: «dysgraphia»

The article is devoted to the possibilities of using distance educational technologies in primary school on speech therapy classes. The authors correlate the advantages and disadvantages of using distance educational technologies. The task is to identify the most effective forms of classes using distance educational technologies that will be appropriate for students of this age group.

The article reveals the mechanisms and symptoms of writing disorders in children of primary school age with impaired intelligence. The issue of studying the nature of writing disorders is analyzed in the historical context. It is shown that writing disorders have a wide range of causes. The author identifies and substantiates the necessity of mental functions development in conjunction with the correction of writing disorders.

In the conditions of an information civilization, the processes of globalization and the simultaneous humanization of society, rapid transformations are taking place in the education system. A modern school that legitimizes the right of every child, including those with health impairments, to receive education does not have time to provide the technological component of the multilevel process of learning and upbringing. Younger schoolchildren living through the period of reaching a new level of personal development and adapting to the new requirements of society are particularly vulnerable. Almost all students with health impairments at the initial stage of training have a disorder of school skills in the form of violations of writing (dysgraphia), reading, and general underdevelopment of oral speech. The purpose of our research was to work out a training program that, in addition to speech therapy technologies, would include didactic tools capable of influencing intentional acts of students’ consciousness, thus regulating cognitive activity, and increasing the effectiveness of speech technologies to overcome dysgraphia. The article analyzes interdisciplinary approaches to teaching younger schoolchildren with dysgraphia from the positions of didactics, psychology, logopedics, and neuropsychology. The didactic potential of sense techniques in the form of “sense tasks” is considered. The method of didactic modelling was chosen as the main method of experimental work to assess the effectiveness of the dysgraphia overcoming program using “sense tasks”; among the methods of the empirical level are observation, experiment, and comparison. The research results showed the possibility of a corrective effect on the speech characteristics of younger schoolchildren with dysgraphia by means of a didactic program using “sense tasks”. The best dynamics had schoolchildren with regulatory dysgraphia according to neuropsychological classification, demonstrating the effectiveness of meaning techniques in influencing the emotional, volitional, and cognitive sphere of schoolchildren, ultimately improving the characteristics of programming activities and self-control. Improvements in writing performance were observed in groups with acoustic dysgraphia and dysorthography. The article is of interest to methodologists and teachers of primary education, speech therapists, and neuropsychologists of secondary schools.

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.

The article examines the features of dysgraphy in younger schoolchildren. Currently, there is a significant increase in the number of children experiencing difficulties in mastering writing skills. Errors found in writing significantly hinder the development of educational programs, as well as negatively affect the social integration and personal development of younger schoolchildren, which indicates the need for their timely diagnosis. The study presents the results of an empirical study of the features of writing disorders in younger schoolchildren. The analysis of the results of the identified writing disorders reflects the severity of dysgraphic errors, as well as the degree of their manifestation. The presented data confirm the need for early detection of writing disorders in younger schoolchildren in order to correct them in a timely manner.