Оценка внимания у школьников четвертых классов с дисграфией, обучающихся по основной общеобразовательной программе и адаптированной основной общеобразовательной программе

Abstract

The aim of the study is to determine the impact of attention functions development on the formation of independent written speech in fourth-grade schoolchildren with dysgraphia. The article presents scientific and methodological foundations for attention development in children with dysgraphia at school age (Grade 4); a comparative analysis of the development of such attention functions as concentration, stability, switchability, distribution in students with dysgraphia studying according to the basic general education program (BGEP) in a speech therapy center and the adapted basic general education program (ABGEP) for students with severe speech disorders. The scientific novelty lies in the addition and description of criteria for assessing the features of attention functions development (concentration, stability, switchability and distribution) that affect the development of such cognitive processes as memory, perception, thinking and ensure the quality of written communication in fourth-grade schoolchildren with dysgraphia. A qualitative interpretation of the development levels of concentration, stability, switchability and distribution of attention has previously been presented in psychological and pedagogical literature in fragments. The results of attention research have shown that schoolchildren with dysgraphia studying according to the BGEP and ABGEP are more affected by the functions of switching and distributing attention, which naturally influences both the formation of learning skills in general and written communication in particular and requires the development of a special system of pedagogical activity including work on the above mentioned functions elaboration.