Pedagogical and Psychological Features of The Study of Agrammatic Dysgraphy In Children with Speech Disabilities

Аннотация

This article discusses children with speech COPYRIGHT impairments, the types of speech disorders they © 2025 Original content from this work may be used under the terms experience, speech characteristics, manifestations of of the creative commons attributes 4.0 License. dysgraphia, manifestations of dysgraphia, classification of dysgraphia forms and causes of written speech disorders, pedagogical and psychological features of studying agrammatic dysgraphia. Keywords: Dysgraphia, agraphia, dysorphography, optical dysgraphia, act of writing, acoustic agnosia, written speech. Introduction: From the point of view of the neuropsychological approach of A.R. Luria [6,7], dysgraphia is a consequence of insufficient analytical- synthetic activity of analyzers. Insufficient development of analyzers and inter-analyzer connections leads to insufficient analysis and synthesis of information, impaired recoding of sensory information: the transformation of sounds (phonemes) into letters (graphemes). The founder of the psychophysiological mechanisms of writing is A.R. Luria [6,7]. Currently, his concept of the psychological structure of writing remains relevant, which is reflected in the work “Essays on the Psychophysiology of Writing”. The psychomotor aspect of writing is studied by A.R. Luria [6], R.E. Levin [9], D.B. Elkonin [9], A.N. Kornev [5] and others. Writing as a type of activity includes: symbolizing skills, modeling sound structure, graphomotor skills. According to R.E. Levina [9], the skill of symbolism, i.e. European International Journal of Pedagogics 50 https://eipublication.com/index.php/eijp European International Journal of Pedagogics letter designation of phonemes, is formed on the basis 2.3. Activation of visual images of letters and words of the development of the child’s ability to symbolize a (multimodal information processing, activation of broader plan: symbolic play, pictorial activity, etc. In visual-spatial images of letters, orientation of letter addition, its prerequisite is sufficient maturity of elements, letters themselves, lines in space, phonemic perception and language consciousness. coordination of visual motor skills) [8]. Modeling the sound structure of a word using letters. 3. Psychophysiological level - ensures the The implementation of this skill is carried out in two implementation of all of the above actions by activating stages: first, the phonological structure of the sound various analyzers: side of the word is carried out, i.e. the establishment 3.1. Differentiation of sounds - occurs due to the joint of a temporal sequence of phonemes, and then the activity of the speech motor and acoustic analyzers. transformation of the temporal sequence into a spatial 3.2. The volume of perception of received speech - the sequence of letters. acoustic analyzer is responsible for this action. Graphomotor skills are the final effector link in the 3.3. Recoding from phoneme to grapheme is provided chain of operations that make up writing. Their by the interaction of acoustic, visual and spatial formation in ontogenesis undergoes significant analyzers. evolution simultaneously with the development of visual activity. The most important function with which 3.4. Recoding from grapheme to moving image is this process is associated is visual-motor coordination. provided by the joint activity of acoustic, visual and spatial analyzers [2]. After reaching a certain level of maturity, all the necessary writing skills create optimal opportunities Insufficient formation of one or more of the above for performing operations in phonetic writing functions can lead to a persistent, specific violation of conditions. writing, that is, dysgraphia. The phonetic (phonemic) principle (graphics) of L.S. Svetkova's works [7] describe the impossibility of spelling is based on the sound (phonemic) analysis of forming and developing writing and written speech skills speech. Words are written as they are heard and in the absence of inter-analyst connections. pronounced. According to the phonetic principle, the The psychological content of writing includes, in letter sign, regardless of whether it is in a strong or addition to speech, processes of perception of various weak position, fully corresponds to the phonemes modalities: heard in the word ("write as you hear"). The writer 1. includes visual, acoustic and spatial processes, as well analyzes the sound composition of the word and as movement processes; designates the sounds with certain letters. 2. kinesthetic and kinetic nature, visual images - images Thus, in order to implement the phonemic principle of of letter symbols, operational memory [1]. writing, there must be a well-formed phoneme A.R. Luria also described in his works that three main differentiation and phonemic analysis. blocks (apparatus) of the human brain must interact in Based on modern concepts, the mental structure of order to carry out mental activity[6]. writing includes three levels [4]: The