Formation of a morphological basis for spelling activity among primary schoolchildren with speech underdevelopment
https://doi.org/10.30515/0131-6141-2021-82-1-36-43
Abstract
This paper sets out to investigate problems associated with the formation of educational activity (including spelling) among students with disabilities. The author describes principles of speech therapy, generalises the results of long-term experience in studying dysorphography among primary schoolchildren with speech underdevelopment, indicates a positive and stable dynamics in the formation of a morphological basis for spelling activity (need-motivational, content-operational, control-evaluative components), as well as notes an overall increase in academic performance in the Russian language. The study has practical significance in terms of developing prevention and correction methods for managing this type of dysorphography among primary schoolchildren with speech underdevelopment. The described methods can be used for eliminating the mechanisms and symptoms of dysgraphia, carrying out a targeted and controlled formation of spelling activity, and improving spelling literacy. The obtained findings can be applied in speech therapy centres and educational institutions that carry out inclusive education of schoolchildren.
About the Author
I. V. Prishchepova
Herzen Russian State Pedagogical University
Russian Federation
Russian Federation
Irina V. Prishchepova, Cand. of Sci. (Ped.), Associate Professor, Department of Speech Therapy, Institute of Defectological Education and Rehabilitation
Saint-Petersburg
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Review
For citations:
Prishchepova I.V. Formation of a morphological basis for spelling activity among primary schoolchildren with speech underdevelopment. Russian language at school. 2021;82(1):36-43. (In Russ.) https://doi.org/10.30515/0131-6141-2021-82-1-36-43
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