METHOD FOR OVERCOMING DYSGRAPHIA IN PRIMARY SCHOOL STUDENTS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.15Keywords:
dysgraphia, primary school, written language, correction, speech therapy, phonemic hearing, methodology, motor skills, speech disorders, exerciseAbstract
The article addresses current issues related to overcoming dysgraphia in primary school children. Dysgraphia is viewed as a partial specific writing disorder that manifests in persistent errors not caused by insufficient mastery of grammatical norms or the intellectual development of the student. The paper analyzes the main causes and forms of dysgraphia—acoustic, articulatory-acoustic, agrammatic, optical, and motor—which are most commonly observed in the early stages of education.
The author proposes an effective method of corrective and developmental work based on the principles of step-by-step speech development, individual approach, and the integration of speech therapy, psychological-pedagogical, and linguistic techniques. Considerable attention is given to the use of game-based techniques, elements of art therapy, logorhythmics, as well as the development of phonemic hearing, spatial orientation, and fine motor skills.
The significance of interdisciplinary cooperation between the speech therapist, primary school teacher, and parents is emphasized as essential for achieving stable results in addressing manifestations of dysgraphia. The practical value of the study lies in the development of a set of exercises and didactic materials that can be implemented in the correctional practice of educational institutions.
The results confirm the effectiveness of a systematic approach to the formation of correct writing skills in children with written language disorders.
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References
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