COMPREHENSIVE DIAGNOSIS AND CORRECTION OF SPEECH DEVELOPMENT IN CHILDREN WITH DYSGRAPHY AS A SCIENTIFIC PROBLEM

Abstract

The problem of comprehensive diagnosing and speech therapy of primary school children with dysgraphia is considered in the article. Basic concepts such as: “development”, “speech therapy”, “dysgraphia” are characterized. Significant differences between the concepts “written speech” and “writing” are analyzed, which is important for better understanding and disclosure of the basic patterns of speech therapy of children with dysgraphia. It has been found out that the terms “speech development” and “development of speech” are not synonymous. It is noted that researchers often use these concepts as identical. It is noted that such terminological inconsistency creates ambiguity of interpretations, reduces the accuracy of the scientific approach to the problem of speech correction in general and the problem of dysgraphia in particular. It is emphasized that the importance of the problem of diagnosis and speech therapy of children with dysgraphia arises due to the close connection of speech pathology with school performance, psychological status and adaptation of children in the society. Based on the analyzed scientific publications on the correction of dysgraphia, it is established that the study of this disorder is complicated by the variety of scientific data (sometimes quite contradictory) and a significant number of interdisciplinary approaches. Understanding the process of learning the structure of the native language by primary school children who have difficulties in developing writing skills and dysgraphia, encourages the search for the most rational and effective ways to diagnose and correct speech development of this category of children. The author emphasized contemporary ideas about speech as a psychophysical phenomenon which is realized in conjunction with cognitive, emotional and personal components and ensures the comprehensive development of a child. A variety of mechanisms of impaired writing or its implementation require comprehensive diagnosis of speech development of children with dysgraphia;on this basis it is possible to activate speech therapy technologies for preventive and corrective action. Emphasis is placed on the complexity and multifaceted nature of the problem of dysgraphia, so it is necessary to study it grounding on the principles of complexity and systematicity, taking into account the interconnectedness and interdependence of the entire mental sphere and all forms of activity.