Prevention of dyslexia in children of primary school age with general level III speech impossibility: organizational and content model of correctional pedagogical work

   Introduction. The article deals with the prevention of dyslexia in children of primary school age with general underdevelopment of speech. An analysis of theoretical sources is presented on the basis, of which the main objectives of the study were formulated. The results of an experimental study of the functional basis of reading are presented in order to determine the readiness of children with general speech underdevelopment (GSU) to master reading skills. The necessity of developing a model of correctional and pedagogical work to prevent dyslexia in children of the category under study, its significance for the psychological and pedagogical support of children with GSU in an educational organization is determined.
   Materials and Methods. In the study of readiness to master reading skills, the following methods were used: analysis of theoretical and methodological literature; diagnostic methods for experimental study of children's readiness to master the technical side of the reading process and reading competence.
   Results. Based on the analysis of the survey results, the need for psychological and pedagogical support of the correctional and pedagogical process of forming the functional basis of speech was determined. The main provisions, purpose and objectives and structural components of the model of correctional and pedagogical work on the prevention of dyslexia in children of primary school age with general underdevelopment of speech of the III level are formulated.
   Discussion and Conclusions. In the course of the study, the reasons for the insufficient readiness of children with general speech underdevelopment to master reading skills were identified and the main tasks of correctional and pedagogical work were identified. Presentation of the model as a system consisting of structural elements, its phased implementation, description of all participants’interaction in the correctional and educational process made it possible to consider correctional and pedagogical work in the context of psychological and pedagogical support for children of primary school age with general underdevelopment of speech in an educational organization.

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