Tentser L. Diagnosis and correction of dysgraphia among primary schoolchildren

The thesis has considered the development of a system of psycho-pedagogical tools for the dysgraphia disorders diagnosis and correction among primary schoolchildren of secondary general-education institutions. It demonstrates the results of the analysis of the fundamental classical and modern scientific research into the process of mastering writing by primary schoolchildren as a complex multi-level arbitrary mental process. The thesis highlights modern approaches to the study of writing disorders (psycholinguistic, clinico-psychological, neuropsychological, psychological and pedagogical) among younger schoolchildren with impaired and typical speech and psychophysical development. The conceptual content of the term "dysgraphia" has been expanded and clarified as a steady specific and systemic impairment of the formation and automation of writing skills, which hinders the complete development of written speech as means of communication and the formation of students' language abilities and skills. There has been identified a contradiction between the modern requirements of the educational process and the ability of children with dysgraphia to completely gain knowledge, skills and abilities in the subjects of the language cycle along with the insufficiently formed class teachers’ knowledge of the dysgraphia disorders structure, methods and techniques of their correction for primary schoolchildren.