The dissertation comprehensively examines the problem of speech development disorders of primary school students with dysgraphy: analysis of the essential characteristics of speech development, causal conditionality, integrated mechanisms of writing disorders, specifics and features of correctional and pedagogical work with this category of children in institutions of general secondary education.
The terminological basis of the problem of speech development of children with dysgraphy is revealed. The essence of the concepts “development”, “speech”, “speech development”, “speech development”, explicated the content and essential meaning of speech development and differentiated it with the concept of “speech development” is substantiated from the point of view of an interdisciplinary approach; the significant differences between the concepts of “written speech” and “writing” are analyzed.
The theoretical and methodological foundations of studying the speech development of children with dysgraphy in a modern institution of general secondary education are substantiated. The trans-interdisciplinary basis of the study of speech development of primary school students with dysgraphy is revealed, the characteristics of speech development from the standpoint of a polyparadigmal approach are given, and the structural and functional model of speech development of primary school students is described.
The basic principles for the study are defined. The principle of development, multidisciplinary, individual approach, systematic and holistic study, and active involvement of the immediate social environment are among them.
The article substantiates and describes the structure and organization of the diagnostic stage of the study; describes its content and criteria for assessing the speech development of children with dysgraphy, presents the method of speech therapy screening, reveals the method of in-depth diagnostics of speech development of children with dysgraphy.
The content of the proposed comprehensive diagnostic methodology is developed the age-related, where normative indicators of development and program requirements of primary schools are taken into account. Based on the selected criteria and indicators, the level of formation of each of the structural and functional components is determined.
There are two typical types of speech development of children with dysgraphy based on generalization and statistical processing of empirical material: prognostic-inert (perceptual-deficient, total-deficient, speech-fragmented) and prognostic-productive (activity-deficient, speech-deficient, incentive-deficient).
A set of conditions contributing to improving the effectiveness of correctional and developmental work on speech development of students with dysgraphy (organizational and pedagogical, psychological and pedagogical, socio-pedagogical) is determined.
A system of complex diagnostics and correction of speech development of primary school students with dysgraphy based on system-complex, cultural-historical, personality-oriented, activity-based, competence-based methodological approaches is scientifically substantiated and developed. Its main blocks are analyzed in detail: perspective-target, conceptual, organizational-diagnostic, content-procedural, control-effective. It is proved that all the described blocks of the model are important for their application directly in the work of secondary education institutions. The results of experimental verification of the effectiveness of implementing the experimental system are presented.
