PSYCHOLINGUISTIC APPROACH TO DIAGNOSTICS AND CORRECTION OF OPTICAL DYSLEXIA AND DYSGRAPHIA
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.10Keywords:
optical errors, graphic errors, grapho-motor skills, dyslexia, dysgraphia, visual gnosis, visual attention, visual memoryAbstract
The article highlights the definition of the concept of ‘psycholinguistics’ and the psycholinguistic approach to written language disorders. The prerequisites for mastering written language are indicated. The mechanisms of optical dyslexia and dysgraphia are revealed. Groups of specific (pathological) errors according to the classification of O. Hopichenko and E. Sobotovych, which can occur in writing, are presented, and examples of optical-spatial and graphic errors in writing and reading are given. The experience of L. Tenzer in implementing a diagnostic model of writing disorders in primary school children is analysed. The article outlines the directions of diagnostics in accordance with the psycholinguistic approach to studying the mechanisms of dysgraphia. The content of V. Ilyana's methodology is highlighted, in the development of which the psycholinguistic structure of reading is taken into account. The scientist has proposed a methodology for diagnosing and correcting the state of formation of psycholinguistic components of reading in senior preschoolers with speech development disorders, which can be used to identify ‘risk groups’ and prevent the occurrence of dyslexia. The content of the correctional and developmental programme ‘Correction of Speech’ for children with severe speech disorders of primary school age in general secondary education institutions in the areas of diagnosis and correction of dyslexia and dysgraphia is analysed, emphasising the role of psycholinguistic nature in the development of reading skills. The stages of work are presented and the levels of development of visual operations and functions are indicated, taking into account the complexity. The directions of work on overcoming optical dyslexia and dysgraphia in primary school children are outlined. The complex of exercises on the development of visual perception, visual analysis and synthesis, letter gnosis, visual attention and memory, visual control, optical-spatial representations in overcoming graphic and optical-spatial errors is proposed.
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