Abstract
The Russian language, as the state language, is given an honorable and important role, uniting all nationalities together. For its mission to serve the unity, solidarity, and mutual understanding of all the peoples of Russia, a mandatory national educational program has been approved, operating throughout the territory of the Russian Federation. The present article is dealing with the problem of mastering the Russian language. The goal of the research is to study the etiology and specifics of writing disorders in primary school children studying at general education school and to develop differentiated strategies for teaching pupils with various manifestations of dysgraphia. Methods used during the preparation of the article included theoretical research, such as learning, generalization, analysis, synthesis, axiomatics, as well as empirical techniques, namely, observation and comparison. Results and novelty of the research consist of clarifying information about the state of the problem of writing disorders in contemporary schoolchildren, updating scientific ideas about the contingent of primary school children in need of correctional assistance from specialists; applying an interdisciplinary approach to the study of the etiology, mechanisms, causes, and specifics of various manifestations of dysgraphia in primary general school children; supplementing the scientific data on the impact of didactogenia on the quality of learning writing and the formation of dysgraphia in pupils with difficulties in the assimilation of the program learning material on the Russian language; as well developing high-performance speech technologies for the early detection and elimination of violations of written language and difficulties in learning academic courses of the Russian language.
Highlights
The problem of improving the quality of education of the Russian Federation citizens is one of the most urgent in Russia, whose importance increases when considering the issues of access to education for all categories of citizens, especially people with health limitations, including children with speech disorders [1]
Pupils with writing disorders experience a deficit in the formation of the necessary psycho-speech prerequisites for successful assimilation of both oral and written language, whose formation occurs in early childhood and is characterized by a slow pace and qualitative inferiority [2, 3]
This limits the communicative and speech development and hinders their further successful socialization and integration in society [4, 5]. That is why this problem is faced by researchers not as a particular specific task that requires the attention of narrow-profile specialists, but as a rather acute state issue that needs interdisciplinary interaction of scientists from different branches of science, who are ready to consider it from different scientific perspectives [6,7,8]
Summary
The problem of improving the quality of education of the Russian Federation citizens is one of the most urgent in Russia, whose importance increases when considering the issues of access to education for all categories of citizens, especially people with health limitations, including children with speech disorders [1]. Pupils with writing disorders experience a deficit in the formation of the necessary psycho-speech prerequisites for successful assimilation of both oral and written language, whose formation occurs in early childhood and is characterized by a slow pace and qualitative inferiority [2, 3]. This limits the communicative and speech development and hinders their further successful socialization and integration in society [4, 5]. The process of forming correct writing and reading in schoolchildren is influenced by the constitutional psycho-speech prerequisites necessary to ensure this type of activity and by the conditions in which the pupil’s written language is formed
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