Special aspects of the values-based attitude towards the family as a factor in the transformations of the value-meaning sphere in elementary school children with dysgraphia and dyslexia within the conditions of digital society

This article considers the questions of writing and reading disorders of elementary school children influence a values-based attitude formation towards the family as a parameter of the personality meaning sphere developmental growth in this category of students. The scientific novelty lies in the comparative analysis of the value-meaning sphere characteristics in 8–10 aged students with dysgraphia, dyslexia, and peers without speech disorders.
The Introduction examines the special aspects of the formation of the orientations towards family values in students aged 8–10 years with dysgraphia and dyslexia. They account for a wide category among students of general education schools in connection with the advent of inclusive education programs and the digitalization of modern society.
The Methods section describes the procedure for diagnosing the state of verbal-speech and writing-speech activity using speech therapy methods and a psychometric experiment: an appraisal of the level of formation of the processes of reading and writing using the methods by Fotekova T. A., and Akhutina T. V. and the characteristics of interpersonal relations in the family when performing the projective test "Family drawing".
The Results section describes the findings of the empirical research. The assumption about the presence of specific characteristics of the interpersonal relations in the family in elementary school children with dysgraphia and dyslexia was fully confirmed. They were most pronounced in the following categories: anxiety, proneness to conflict, hostility, feelings of inferiority in the family.
The Discussion of results section describes the comparison of the obtained data with the results of other studies. These studies examined the relationship between the psychological characteristics of elementary school children with dysgraphia and dyslexia and the specifics of the characteristics of the value-based attitude towards the family in this category of children.
The Conclusions section shows that the results of the study of the special aspects of interpersonal relations in the family of elementary school children with dysgraphia and dyslexia make it possible to describe the transformations of the meaning sphere of such students. This also makes it possible to give practical recommendations for the harmonization of development, and optimization of education for this category of school children.

1. Abakumova, I. V. (2008). Meaning didactics: textbook for masters of the departments of pedagogy and psychology. Rostov-on-Don: Publishing House of the South Federal University. (in Russ.).

2. Abakumova, I. V., Ermakov, P. N., Fomenko, V. T. (2013). Novodidactics. The Book 4. Moscow: CREDO. (in Russ.).

3. Abakumova, I. V., Ermakov, P. N., Kosikova, L. V. (2016). The meaning sphere of adolescents: features of development in the conditions of inclusive learning. Moscow: CREDO. (in Russ.).

4. Asmolov, A. G. (2013). Variable education in a changing world: a socio-cultural perspective (theses on what an elementary school should be like). Education and Science, 8(107), 3–13. (in Russ.).

5. Asmolov, A. G., Bratus', B. S., Zejgarnik, B. V., Petrovskij, V. A., Subbotskij, E. V., Harash, A. U., Cvetkova, L. S. (1979). On some perspectives of research of meaning formations of personality. Psychology issues, 4, 35–47. (in Russ.).

6. Bezrukih, M. M. (2009). Learning difficulties in primary school: causes, diagnosis, comprehensive assistance. Moscow: Eksmo. (in Russ.).

7. Bodalev, A. A., Stolin, V. V., Avanesov, V. S. (2000). General psychodiagnostics. St. Petersburg: Publishing House "Rech". (in Russ.).

8. Bratus', B. S. (1999). The meaning vertical of personality consciousness. Philosophy Issues, 1, 81–89. (in Russ.).

9. Chirkina, G. V. (2012). The problem of teaching children with speech disorders in the context of their special educational needs. Lecture notes, 2, 155–166. (in Russ.).

10. Dolgova, O. I., Ziborova, E. V., Petrichenko, S. I. (2018). Methods for the formation of persistent motivation in group lessons in the system of complex neurorehabilitation in children with various forms of dysgraphia, dyslexia within the intensive course. In Reading in the digital age: proceedings of the VIII International Scientific and Practical Conference of the Russian Association for Dyslexia (pp. 103–108). Moscow: Pushkin State Russian Language Institute. (in Russ.).

11. Efimova, O. E., Levyh, N. N. (2020). Formation of ideas about family values among younger students. Scientific and methodical journal «Poisk», 4(72), 38–40. (in Russ.).

12. Faktor, A. M., Kamolov, S. G., Nikandrova, A. A. (2018). Human values in the digital age. Modeling, optimization and information technology, 6–2(21), 83–103. (in Russ.).

13. Fotekova, T. A., Ahutina, T. V. (2018). Diagnosis of speecj Russ.).

14. Gorlova, E. N., Konstantinova, V. Yu. (2018). Parental attitude towards children with different levels of anxiety studying in the first grade. In Psychological problems of the modern family. Proceedings of the VIII International Scientific and Practical Conference (pp. 879–885). Ekaterinburg: Ural State Pedagogical University. (in Russ.).

15. Gryaznov, S. A. (2020). Ways of forming family values in younger students. Pedagogical and Social Issues of Education, 8, 150–159. (in Russ.).

16. Inglehart, R. F. (2018). Cultural Evolution. Peoples motivations are changing and reshaping the world. Cambridge: Cambridge University Press.

17. Kildyushova, P. E., Valeeva, R. A. (2015). On the question of the formation of a value attitude towards the family in primary schoolchildren. Modern problems of science and education, 3, 282–288. (in Russ.).

18. Klim-Klimaszewska, A., Nazaruk, S. (2018). Early assessment of the risk of dyslexia and dysgraphia among children aged 5-6 in the aspect of educational and therapeutic work of kindergartens. In Society. Integration. Education. Proceedings of the International Scientific Conference (pp. 558–573). Rezekne: Rēzeknes Tehnoloģiju Akadēmija.

19. Kuznetcova, E. A., Akhmetzyanova, A. I., Nigmatullina, I. A., Kurbanova, A. T. (2017). Prognostic competence as a factor of successful socialization of children with deficiency of development: statement of the problem. The Turkish Online Journal of Design, Art and Communication, 7, 1128–1133.

20. Lubovsky, D. V. (2014). Phenomenology and dynamics of the development of the internal position of modern primary schoolchildren. Psychological Science and Education, 2, 50–67. (in Russ.).

21. Matsyuk, E. A. (2021). Features of self-acceptance among primary schoolchildren with writing and reading disorders in the context of digitalization of education. The World of Science. Pedagogy and Psychology, 9(2), 16. (in Russ.).

22. Murzina, Yu. S. (2018). Young people's ideas about family values. In Psychological problems of the modern family: proceedings of the VIII International Scientific and Practical Conference (pp. 530–538). Ekaterinburg: Ural State Pedagogical University. (in Russ.).

23. O’Hare, A. (2010). Dyslexia: what do paediatricians need to know? Occasional Review, 20(7), 338–343. doi: https://www.doi.org/10.1016/j.paed.2010.04.004

24. Prihozhan, A. M. (2009). Psychology of anxiety: pre-school and school age. 2nd ed. St. Petersburg: Piter. (in Russ.).

25. Rello, L. (2014). Design of Word Exercises for Children with Dyslexia. Procedia Computer Science, 27, 74–83. doi: https://www.doi.org/10.1016/j.procs.2014.02.010

26. Shhurkova, N. E. (2002). Pedagogical technology. Moscow: Pedagogical Society of Russia. (in Russ.).

27. Yadov, V. A. (2013). Self-regulation and prediction of social behavior of a person: a dispositional concept. 2nd extended ed. Moscow: The Center for Social Forecasting and Marketing. (in Russ.).

28. Zavadenko, N. N. (2016). School deaptation in neuropediatric practice. Pediatrician practice, 3, 60–70. (in Russ.).