Complex analysis of writing disorders in children of primary school age.

Abstract

The article analyzes the main approaches to the problem of writing disorders in children. It is shown that the classification of dysgraphia in speech therapy and neuropsychology has a variety of approaches and principles on the basis of which the leading criterion is determined and, in fact, these classifications are based. It is noted that despite the attempt to use the clinical-psychological approach, the speech therapists first of all consider the external manifestations of dysgraphia and carry out symptomatic correction of the written speech. It is emphasized that it is impossible to determine the causes of higher mental functions disorders without neuropsychological diagnostics. The essence of the complex analysis of writing disorders in children of primary school age is revealed.