Keyword: «dysorphography»

The analysis and synthesis of theoretical data on the problem of correcting dysorphography in younger schoolchildren are presented in the paper. The main modern methods of dysorphography correction are given, and the results of the experiment on revealing the number of children with this speech disorder in general education school are presented.

The article discusses the possibility of using the interactive educational platform "Mobile Electronic Education" in the work to overcome dysorphography in school-age children.

The article is devoted to the correction of specific violations of written speech in children of primary school age. The authors describe effective ways of correctional speech therapy for children with speech disorders.

The article presents a comparative theoretical analysis of approaches to correcting dysorphography in primary school students. The main features of the manifestation of dysorphography as a special form of writing disorders are considered. The main strategies for overcoming the lack of mastering spelling skills have been studied. The advantages and disadvantages of both traditional (O.I. Azova) and more modern (O.V. Yeletskaya, A.V. Kitikova) approaches to correcting dysorphography in speech therapy and neuropsychology are analyzed. The article emphasizes the importance of an integrated, systematic and differentiated approach to overcoming dysorphography, which is a key factor in the success of speech correction work to improve the level of learning spelling skills and prevent further difficulties in mastering the educational program. Conclusions are drawn about the need to develop innovative methods, techniques, and means of correcting this speech pathology in primary school students.