Dysgraphia in the Speech of High School Students: Experience of Analysis and Systematisation of Errors
https://doi.org/10.23947/2658-7165-2024-7-2-75-83
Abstract
Introduction. There is an increase in the number of high school students with various problems of speech development. At the same time, there are practically no methodological works in this direction, addressed to teachers of middle and high school levels. In this connection, the author raises the problem of organising work with such children in secondary schools.
Objective. Systematisation of errors in the texts of essays by high school students of secondary general education school for the presence of signs of dysgraphia in them.
Materials and methods. The texts of written works of students attending university courses of preparation for USE (61 essays in total) were used as the study material. The system of general scientific methods (generalisation, comparison, contrast, analysis, synthesis), the method of statistical counting (when counting the number of errors associated with different types of dysgraphia) and the method of linguistic experiment were used in analysing the texts and identifying errors.
Results. When analysing the texts of essays, errors indicating insufficient speech development of teenagers were found in 22 of them. Six students in the group made mistakes. In the process of analysis, three types of dysgraphy were identified: acoustic, agrammatical, and dysgraphy based on a violation of linguistic analysis and synthesis. A total of 64 errors were detected.
Discussion. When discussing the results, the positions of teachers and scientists related to the correction and prevention of dysgraphia in preschool and primary school age are described, as there are very few works in modern pedagogical science that have focused on high school students of regular secondary schools. The author states that it is difficult to eliminate such errors within the framework of modern school education, but hopes that individual teachers will be able to carry out such work, taking into account the availability of already developed recommendations.
About the Author
Olga P. Fesenko
Omsk State University of Railway Transport
Russian Federation
Russian Federation
Dr. Sci. (Philological), Associate Professor, Professor of the "Russian and Foreign Languages" Department, Omsk State University of Railway Transport (35, Marxa Ave., Omsk, 644046, Russian Federation)
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Review
For citations:
Fesenko O.P. Dysgraphia in the Speech of High School Students: Experience of Analysis and Systematisation of Errors. Innovative science: psychology, pedagogy, defectology. 2024;7(2):75-83. (In Russ.) https://doi.org/10.23947/2658-7165-2024-7-2-75-83
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