The study of written speech of younger students with articulatory and acoustic dysgraphia

Abstract

Introduction. The article is devoted to the actual problem of the study of writing disorders inIn the written works of the study participants, specific errors were found associated with violations of sound pronunciation, violations of phonemic hearing and phonemic perception. This indicates that articulatory-acoustic dysgraphia most students participating in the study. In this article, the authors described in detail the stages of the study and presented its diagnostic program, analyzed the results obtained during the study. And also formulated conclusions that confirm the need for continuous diagnosis and prevention of violations of written speech.Materials and methods. The study of the features of the written speech of younger students with articulatory-acoustic dysgraphy was carried out in several stages. At the stage of analysis of pedagogical documentation, speech cards of primary school students were investigated. During the study of the writing process, students wrote dictation and exposition. These types of works differ significantly in the structure of their implementation, which led to this choice. The lexical material was selected in accordance with the requirements of the training program of students-participants of the study. The study of the sound-pronouncing side of speech included the study of pronunciation of all groups of sounds of the Russian language in all participants of the study. The nature and degree of violation of sound reproduction were determined. The results of the study were interpreted on the basis of a qualitative and quantitative approach.The results of the study: the study revealed that articulatory-acoustic dysgraphia is one of the most common types of violations of written speech. Specific errors in written works occur both in younger students with dysgraphia, and in students who have no indication of violations of written speech. As a result of qualitative analysis of dictation and presentation of students revealed that a significant number of children are not fully formed the skill of writing the presentation. Children can not fully disclose the topic, there are isolated errors in the construction of phrases. Along with this, children in written works missed some moments of the action, there was a violation of the coherence of the story. In the written works of children there is a significant number of spelling errors. In the study of sound pronunciation, it was revealed that the most mistakes children made when differentiating sounds by sonority-deafness.Discussions and conclusions. Based on the results of the study conclusions were drawn: articulatory-acoustic dysgraphy is the most common in this group of study participants; specific errors and violations of sound are observed in most children regardless of whether dysgraphy is detected or not. These studies convincingly prove the need for constant monitoring of the state of written speech of all students, determine the importance of developing methodological recommendations aimed at the prevention and correction of articulatory and acoustic dysgraphy.