MODEL PROGRAM FOR THE COMPREHENSIVE ASSESSMENT OF A CHILD WITH WRITING DISORDERS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2026.50.12Keywords:
diagnostics, model program, psychological and speech-language assessment, writing skill, dysgraphia, structure of dysgraphic disorder, corrective intervention systemAbstract
The article presents a model diagnostic program for the comprehensive psychological and speech-language assessment of primary school children with written language disorders, with particular emphasis on dysgraphia. The relevance of comprehensive assessment of written language disorders is substantiated in the context of contemporary primary education and the widespread implementation of inclusive education. The study focuses on the need to identify not only the specific manifestations of writing difficulties but also the underlying mechanisms and psychological, linguistic, and psychophysiological factors that determine their occurrence.
The theoretical framework of the proposed model is based on linguistic, psycholinguistic, psychological, neuropsychological, and activity-based approaches to the study of writing as a complex form of speech activity. Writing is considered a consciously regulated activity involving motivational, operational, and control components and requiring an adequate level of development of general functional, cognitive, sensorimotor, and specific speech-language mechanisms. Particular attention is paid to the relationship between oral and written language development, linguistic competence, phonemic analysis, sound-letter encoding, visual-spatial processing, memory, attention, motor coordination, and self-regulation.
The diagnostic program is organized into two interrelated areas: an orientational-analytical assessment and an assessment of the mechanisms underlying writing disorders. The first area involves the analysis of anamnesis, psychological and pedagogical documentation, academic performance, oral language development, reading skills, and samples of written work, including the nature, frequency, and persistence of dysgraphic errors. The second area includes diagnostic tasks aimed at assessing the operational components of writing, general functional psychological processes, and linguistic knowledge and skills required for mastering the phonetic principle of writing.
The proposed structure of the psychological and speech-language assessment protocol includes anamnesis, oral language development, language analysis and synthesis, psychomotor development, reading and writing skills, mathematics learning, and a speech-language therapy conclusion. The results of the comprehensive assessment provide a basis for determining the structure and severity of dysgraphia, identifying the mechanisms of pathological errors, and developing an individualized psychological and speech-language intervention plan.
The prospects for further research have been outlined, including the presentation of the content and methodological support for the comprehensive assessment of children with dysgraphia based on the developed model program, as well as the development of a system for evaluating students’ performance on diagnostic tasks.
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