A neuropsychological approach to the diagnosis and correction of dysgraphia in younger schoolchildren

the article presents the advantages of studying writing disorders from the perspective of neuropsychology, understanding the relationship between dysgraphy and mental processes, as well as structural components of the brain; describes the features of dysgraphic errors; considers the types of dynamics of dysgraphy development according to a longitudinal interdisciplinary analysis by O.B. Inshakova; provides a classification of writing difficulties of Doctor of Psychological Sciences T.V. Akhutina with a description of the psychophysiology of dysgraphic disorders. errors . The article also presents the results of neuropsychological diagnostics of expressive and impressive speech of third grade secondary school students according to 14 parameters according to the methodology of T.B. Fotekova and T.V. Akhutina, a quantitative and qualitative analysis of errors was carried out with the correlation of their origin by functional blocks of the brain. Based on experimental data, a specific pattern of disorders has been identified. Possible strategies for neuropsychological correctional work are proposed, including individual, microgroup, and group classes on the development of regulatory, verbal-perceptual, and spatial functions. The practical significance of the conducted research on the identification of dysgraphy at the initial stage of secondary school, and the impact of timely neuropsychological diagnostics on the successful adaptation of a child in an educational environment is substantiated.

dysgraphy, neuropsychological approach, specific errors in writing, functional blocks of the brain