DEVELOPMENT OF PHONEMIC COMPONENTS OF SPEECH IN STUDENTS WITH DYSGRAPHIA

Abstract

The urgency of the article is determined by the need to develop methods of rehabilitation-educational support for students with writing disabilities, since the number of schoolchildren with dysgraphia is growing and their problems are caused by the lack of development of thinking operations (analysis, synthesis, representations). The article deals with the description of some methods of work facilitating the development of phonemic perception, phonemic awareness, and phonemic analysis and synthesis in students with writing disabilities. It presents the author's approach to the differentiation of vowels and consonants and their signsymbolic designation and describes the stages of rehabilitation-educational work, which is universal, since it can be carried out in a preschool education institution in preparing children with severe speech impairments for school and while treating dysgraphia during schooling. The article presents comparative data on the number of students with various types of dysgraphia and analytical data about the results of the phased pedagogical activity proposed by the author and aimed at overcoming disorders of the phonemic components of speech in students with oral and written speech impairments. The statistical data presented in the article can be used in the organization of research work by undergraduate students, master’s degree students, and post-graduate students in the field of speech therapy. The approaches to the rehabilitation of phonetic and phonemic components of speech can be useful for teachers-logopedists in their practical activities aimed at treatment of oral and written speech disorders in children.