УДК 376.37

Manifestations of writing disorders in junior class students of general education school

Щетинина Алёна Александровна – магистрант кафедры Дошкольного и специального (дефектологического) образования Белгородского государственного национального исследовательского университета

Abstract: The article is devoted to the manifestations of writing disorders in primary school students. The article presents the main symptoms of dysgraphia, as well as groups of errors.

Keywords: writing disorders, dysgraphia, specifics of writing disorders, primary schoolchildren.

Written speech, which is contrasted with oral speech, is a complex mental activity. It is formed only in conditions of targeted learning and plays a vital role in mastering the school curriculum. Mastery of written literacy is an essential condition for successful learning in all subjects. However, currently there is an increase in the number of children who experience difficulties in mastering the curriculum in their native language. Written language disorders are one of the most common learning problems in school.

Speech impairment, whether oral or written, has a negative impact on the formation of the student’s personality and on the development of his cognitive activity. Particular difficulties arise for this group of children in the process of learning to read and write. Overcoming these difficulties associated with mastering writing and reading skills in primary school is extremely important, since reading and writing are fundamental skills without which further education is impossible.

In modern society, there is increasing interest in the problem of developing written speech in children at the primary school level. According to statistics, at the end of the last century, the proportion of children with various written language disorders (such as dysgraphia and dyslexia) ranged from 10 to 20% in regular schools, and up to 60% in specialized educational institutions.

The increase in dysgraphia statistics is due to the complication of symptoms and mechanisms of written speech impairment, as well as the involvement of children with disabilities in secondary schools. Currently, the support system for this category of children is still an unsatisfactory part of the educational process [5].

The growing amount of research and public awareness regarding this problem is noteworthy. Experts are actively developing new methods and approaches to overcome the difficulties faced by children with written language impairments. It is important to note that with proper and timely pedagogical support, extraordinary results can be achieved in the development of writing skills in primary schoolchildren.

One of the main tasks of specialists in this field is the early detection and diagnosis of written speech disorders in children of primary school age. The sooner these problems are identified, the faster and more successfully they can be corrected.

The uniqueness of this problem lies in its versatility and the inevitable individualization of work with each student. Overcoming written language impairment is a long and difficult process that requires patience, creativity, and a deep understanding of each child's needs.

The main signs of dysgraphia are specific errors that are not associated with the use of spelling rules. These errors appear constantly and do not depend on the child's intellectual or sensory development or on the irregularity of his schooling.

Due to the stability and specific nature of errors in dysgraphia, we can distinguish them from errors that occur in the process of mastering writing and are associated with physiological factors (according to B.G. Ananyev [1]). Errors with dysgraphia can have external manifestations similar to physiological errors. However, errors in dysgraphia are characterized by greater frequency, repetition and long-term persistence. Errors can be classified as dysgraphic only if they are observed in school-age children.

Errors that occur with dysgraphia may be associated with inadequate development of higher mental functions that are involved in the writing process. These include auditory and pronunciation discrimination of sounds, analysis of sentences into individual words, as well as syllabic and sound analysis and synthesis. Violations of the lexical-grammatical structure and optical-spatial functions are also possible. Violations of elementary functions (analyzer) can also lead to problems with writing, but they are not considered dysgraphia (L.N. Efimenkova [3]).

The following groups of errors in dysgraphia are distinguished (R.I. Lalaeva):

1. Distorted spelling of letters.
2. Substitutions and mixing of letters that are similar in acoustic-articulatory characteristics of the corresponding sounds.
3. Mixing graphically similar letters.
4. Distortions of the sound-letter structure of a word: rearrangements, omissions, additions, perseverations, contamination of letters, syllables.
5. Distortions of sentence structure: separate spelling of words, combined spelling of words, contamination of words.
6. Agrammatisms in writing.

Despite the complexity of the problem under study, experts are on the way to its successful solution. Thanks to the development of scientific and practical approaches, as well as the widespread use of innovative techniques, opportunities in the field of developing correct written speech are growing significantly. It is important not only to highlight the challenges that children with written language impairments face, but also to recognize their successes and the potential that can be achieved with active support from their environment.

 References

1. Ananyev, B.G. Analysis of difficulties in the process of children mastering reading and writing [Text] / B.G. Ananyev. - M.: APN RSFSR, 1960. – 461 p.
2. Vygotsky, L.S. Prehistory of written speech [Text] / L.S. Vygotsky. – M.: IP Vorobyov, 2016. – 368 p.
3. Efimenkova, L.N. Correction of oral and written speech of primary school students [Text] / L.N. Efimenkova. – M.: National Book Center, 2022. – 320 p.
4. Lalaeva, R.I. Written language disorders: Dyslexia. Dysgraphia [Text] / R.I. Lalaeva. – M.: Vlados, 2007. – 304 p.
5. Matvienko, E.V. An integrated approach to identifying and analyzing written speech disorders in children of primary school age [Electronic resource] / E.V. Matvienko. - Electron. text data – St. Petersburg: Leningrad State University named after A.S. Pushkin: 2014. – Access mode: https://cyberleninka.ru/article/n/kompleksnyy-podhod-k-vyyavleniyu-i-analizu-narusheniy-pismennoy-rechi-u -detey-mladshego-shkolnogo-vozrasta/viewer, free.