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The Organization of Correctional Work with Primary School-Aged Children with Different Types of Dysgraphia

Research Article
EDN: IYHCKR DOI: 10.31483/r-53688
Open Access
International academic journal «Development of education»
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Published in:
International academic journal «Development of education»
Authors:
Oksana V. Klejkina 1 , Klavdiya I. Sultanbaeva 1
Work direction:
Theoretical and applied education research
Pages:
23-26
Received: 9 November 2019

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Article accesses:
4880
Published in:
doaj РИНЦ
1 Khakassian State University named after N.F. Katanov
For citation:
Klejkina O. V., & Sultanbaeva K. I. (2019). The Organization of Correctional Work with Primary School-Aged Children with Different Types of Dysgraphia. Development of education, 23-26. EDN: IYHCKR. https://doi.org/10.31483/r-53688
UDC 376.37

Abstract

The article is devoted to the current problem – the organization of correctional work with primary school-aged children with different types of dysgraphia. The authors of the manuals used in the process of correctional and developmental work with primary school-aged children with different types of dysgraphia are indicated in the article. The purpose of the article is to reveal the peculiarities of the organization of correctional work on dysgraphia with primary school-aged children and to consider the specifics of identifying certain errors in writing, using traditional diagnostic methods, e.g. «Testing writing skills» by I.N. Sadovnikova and «Study of the writing process» by L.V. Venediktova and R.I. Lalaeva, as well as important pedagogical conditions, according to which correctional and developmental work becomes more effective. In effect, the success of correctional and developmental work with dysgraphia depends on pedagogical conditions: for mixed forms of dysgraphia, a differentiated approach will be used; close interaction of a special needs teacher, teacher-logopedist and primary school teacher, expressed in the fact that they are guided by a unified approach to practical work with primary school-aged students. During the study the following methods were applied: analysis, observation and descriptive. The data from experimental and development study of writing skills in primary school-aged students with different types of dysgraphia, a detailed description of the stages of the study, as well as the analysis of the study results are outlined in the article. The authors come to conclusion that it is necessary to cooperate the teacher-defectologist, teacher-speech therapist and primary school teacher for the effective organization of correctional work with primary school-age children with different types of dysgraphy.

References

  1. 1. Volkova, L. S. (2009). Logopediia., 680. M.: Vlados.
  2. 2. Lalaeva, R. I., & Venidiktova, A. V. (2009). Diagnostika i korrektsiia narushenii chteniia i pis'ma u mladshikh shkol'nikov. M.
  3. 3. Mazanova, E. V. (2017). Korrektsiia akusticheskoi disgrafii. Konspekty zaniatii dlia logopedov., 123. M.: Gnom i D.
  4. 4. Sadovnikova, I. N. (2011). Narusheniia pis'mennoi rechi i ikh preodolenie u mladshikh shkol'nikov., 184. M.: Vlados.
  5. 5. Iastrebova, A. V., & Bessonova, T. P. (2011). Obuchaem chitat' i pisat' bez oshibok: Kompleks uprazhnenii dlia raboty uchitelei-logopedov s mladshimi shkol'nikami po preduprezhdeniiu i korrektsii nedostatkov chteniia i pis'ma., 360. M.: Arkti.

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