Concerning the place and meaning of psychomotor function in the formation of writing skills in children with general underdevelopment of speech

Abstract

Introduction. The article theoretically and experimentally substantiates the importance of timely psychomotor development of children at the initial stage of learning to write. The influence of impaired functioning of subcortical and cortical neurological levels of building movements on the implementation of the phonetic principle of writing in primary school students with general speech underdevelopment in the form of the presence of hyper- and hypotonus, micro- and macrography, motor, visual-motor mistakes is analyzed.

Materials and Methods. When writing the article, a theoretical analysis of domestic defectological research was used as well as psychological and pedagogical experiment.

Results. It has been established that psychomotorism acts as a structural component of writing, the formation of which is caused by the combination of visual and auditory-speech motor representations with a kinesthetic image of letters, as well as violations of psychomotor development negatively affect the formation of the writing skills of seven year old with general speech underdevelopment of level III at the initial stage of training. Psychomotor disturbances are associated with insufficient implementation of the phonetic principle of writing, and is also characterized by a number of features that determine their writing skills at the beginning of school.

Discussion and Conclusions. The results of the research are the basis for the development of correctional and developmental programs of the psychological and pedagogical impact on objectification in the child’s mind of the complex of sensory and proprioceptive sensations in the writing learning process as well as the elimination of the difficulties of phonetic-phonemic perception, morphological analysis of the word, lexical and grammatical and spelling mistakes.