SPECIFIC FEATURES OF THE FORMATION OF WRITTEN SPEECH SKILLS IN PRIMARY STUDENTS

Аннотация

This article analyzes the process of formation of written speech skills in primary school students and its psychological and pedagogical characteristics. Written speech is an important type of speech activity that forms children's thinking, ability to communicate, and the ability to express thoughts in written form. The article covers the stages of development of written speech skills, factors influencing this process, methodological approaches, and the role of the teacher. The main problems in teaching written speech and ways to overcome them are also considered. The results of the study will serve to develop effective strategies aimed at the formation ofwritten speech at thisage. Keywords: primary school, written speech, speech skills, psychological and pedagogical characteristics, writing skills, student development, teaching methodology, primary education, literacy, communication competence. As noted above, effective mastery of written speech skills requires the sufficient formation ofacertain set offunctions (functional basis). Often, a normally developing student is mentally and intellectually ready to master written speech and, in particular, reading. Such a student has well-developed phonemic hearing and visual perception, and his oral speech is sufficiently formed. He is able to perform analysis and synthesis operations at the level of perception of objects and phenomena in the surrounding world. The readiness of the reader to master the sensorimotor and psychic aspects of written speech creates the conditions for quick and easy mastery of the operations underlying reading skills. Usually, first-graders of a general education school, whose speech is normally developed, without any difficulty switch from reading by letter to reading by syllable, which, in turn, has a great impact on the rapid formation of reading skills and understanding the meaning of words. At the same time, at this stage, students begin to form assumptions in the process of reading based on the content of the text. Speech-action patterns that arise during education are associated with this or that word, as a result, students try to read the syllable, understand the whole word, and pronounce it. The tendency to make assumptions based on the content indicates anew, higherlevel ofunderstanding oftheread text1. INSadovnikova notes that a number of ontogenetic factors influence the formation of written speech 2: - Formation of oral speech mechanisms, since written speech uses ready-made oral speech mechanisms; 1 Povalyaeva M. Child psychology and pedagogy. Prophylaxis and correction of written disorder: kachestvoobrazovaniya/M.Povalyaeva-M.:Phoenix.2006. 2SadovnikovaI.N. Narusheniya pismennoy rechi i ix preodolenie umladshikh shkolnikov. - M.: Vlados ,2007 page2222 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai - The evolution of spatial differentiation, since the reading process involves replacing the spatial sequence of graphic symbols with a temporal sequence of sound complexes, while the writing process requires changing the sequence of sounds at the stage of temporal realizationinto aspatial sequence ofgraphic symbols. The sensorimotor basis of the student's psychic development is the coordination that occurs between the eye and the hand, hearing and voice (A. Vallon,) . The formation of speech functions in ontogenesis 3occurs on the basis of certain laws that determine the sequence and interdependence of all aspects of thespeech system . Auditory, visual and motor analyzers are arranged in pairs. B.G. Ananev noted that the presence of receptors in pairs, symmetry in the structure and location of the analyzers is of great importance for the organism's functioning in the surrounding world 4. It is known that the left hemisphere of the brain controls the right side of the body, while the right hemisphere controls theleft sideofthebody. Differentiation of spatial relationships by a person occurs through the perception of his own body. The process of formation of a scheme of his own body in a student is associated with the development of the differentiating work of the cerebral cortex. Vision and manual palpation become the main means of studying spatial relationships and signs between objects in the external world. With the separation of the leading hand, manual palpation occurs under conditions of functional inequality. The emergence of functional asymmetry in the work of the analyzer system in the process ofontogenetic development indicates that the normal activity of both hemispheres is normal, and one hemisphere has a dominant role. The process of differentiation of his own body is completed when the student reaches 3-4 years of age. The morphological asymmetry of the speech zones of the cerebral cortex located in the dominant hemisphere complicates the problem of the interactio