Dysgraphia: definition, causes, symptoms and treatment

“Silence reigns in the dense forest,

The thorns of the carcass are the zeros of sonse,

Birds clap all day long.

Rutsey grind retski"

“What are these interesting words?” - you ask, and you will be right, because there are no such words in our language. Meanwhile, this is quite a Russian language, albeit a strange one. And such words are written in their notebooks and copybooks by children (most often primary schoolchildren, but more on that later) who suffer from a special disorder called “dysgraphia.” Next, we will talk about what this deviation is, how it manifests itself and is diagnosed, and how to treat it.

What is dysgraphia

Dysgraphia is a pathological condition in which there is a disorder in the writing process. About 50% of primary schoolchildren and approximately 35% of secondary school students are familiar with this disease firsthand. This pathology can also develop in adults (10% of all cases), in whom the functioning of higher mental functions has been impaired for some reason. In addition, this disorder is closely related to dyslexia, a deviation in the reading process, because both reading and writing are two components of one mental process.

Diagnostic features

The school speech therapist conducts diagnostics at the beginning of the school year and at the end. But a specialist diagnoses dyslexia or dysgraphia only in the second grade. Because in the first year of schooling, children may have physiological errors, and the goal of speech therapy assistance in the first grade is maximum correction of the sound-pronunciation side of speech.

To check the development of written speech, the speech therapist uses the regular and split alphabet. It tests the student’s recognition of the visual image of a letter and the ability to divide it into elements. The speech therapist evaluates the work of phonetic-phonemic processes - this is the discrimination of phonemes by ear, proficiency in sound-letter analysis.

A specialist must check the sound pronunciation aspect of speech and syllable structure. The speech therapist pays attention to the state of the motor sphere, especially spatial orientation and coordination of movements; whether the child has developed fine differentiated finger movements. Checks how the student navigates on a sheet of paper, whether he distinguishes similar shapes and elements of letters.

The speech therapist asks the child to read printed and capital letters. Gives dictation by ear, copying. It also looks at the student's reading comprehension. In addition, diagnostics of the formation of higher mental functions is carried out. Based on the diagnostic results, a corrective work plan is drawn up.

History of dysgraphia

Writing and reading disorders were first identified as an independent pathology by the German therapist Adolf Kussmaul in 1877. After this, many works appeared that described various writing and reading disorders in children. However, they were considered as one disorder of written speech, and some scientists pointed out that it is generally a sign of dementia and is characteristic only of retarded children.

But already in 1896, the therapist W. Pringle Morgan described a case with a 14-year-old boy who had completely normal intelligence, but had writing and reading impairments (we were talking about dyslexia). After this, others began to study writing and reading disorders as an independent pathology, in no way related to mental retardation. A little later (in the early 1900s), the scientist D. Ginshelwood introduced the terms “alexia” and “agraphia,” which denoted severe and mild forms of the disorder.

As time passed, understanding of the nature of writing and reading deviations changed. It was no longer defined as a homogeneous optical disorder; different concepts began to be used: “alexia” and “dyslexia”, “agraphia” and “dysgraphia”; began to identify different forms and classifications of dysgraphia (and, of course, dyslexia).

Subsequently, disorders in the process of writing and reading began to be studied by an increasing number of specialists, including domestic ones. The most significant were the works of neuropathologists Samuil Semenovich Mnukhin and Roman Aleksandrovich Tkachev. According to Tkachev, the basis of the disorders is mnestic disorders (memory disorders), and according to the ideas of Mnukhin, their common psychopathological basis lies in a violation of structure formation.

Ultimately, in the 30s of the 20th century, dysgraphia (and dyslexia) began to be studied by defectologists, teachers and psychologists, such as R. E. Levin, R. M. Boskis, M. E. Khvattsev, F. A. Rau and others . If we talk about modern scientists and more specifically about dysgraphia, then L. G. Nevolina, A. N. Kornev, S. S. Lyapidevsky, S. N. Shakhovskaya and others made a significant contribution to its study. Based on the results of their research, we will continue our article.

Diagnostics

Parents usually encounter dysgraphia in elementary school. At first, the deviation seems to be a very specific problem, because the child usually does not lag behind in development. The child seems to understand the rules, but continues to make the same mistakes. Signs of the disease are specific rearrangements, substitutions, breaks or additions of letters and syllables, regardless of the level of literacy. Patients with dysgraphia syndrome write very slowly, the written letters are difficult to distinguish visually, and their handwriting is usually illegible.

When diagnosing a disorder, symptoms unrelated to speech may appear: poor memory, forgetfulness, easy distractibility, inability to concentrate, lethargy when performing tasks, or, on the contrary, hyperactivity and excitability.

To make a correct diagnosis, parents are recommended to contact various specialized specialists: psychologist, neurologist, ophthalmologist (ophthalmologist), otolaryngologist (ENT doctor), speech therapist. Only after consultation and conclusion of each of them can we talk about the emerging problem.

Note. If you suspect dysgraphia, you should not engage in self-diagnosis and self-medication, as precious time for correction may be lost. Timely treatment begins largely determines the success of the entire therapy.

Specialists will be able to distinguish between violations and ordinary ignorance of the rules of written and oral speech with the help of special tests and surveys. Determining the type of dysgraphia is of great importance, since the specifics of the correction depend on this (to which the greatest attention should be paid).

When diagnosing written speech disorders, the following activities are carried out:

study and analysis of written work, search for typical errors;
analysis of the child’s intellectual development;
diagnostics of the state of the central nervous system, hearing and speech apparatus;
determining the leading hand;
analysis of skills to identify sounds by ear;
assessment of phonemic analysis and synthesis;
determination of vocabulary features.

A child or adult is offered printed and written texts to copy, a letter from dictation, and a description of a picture. Dictation remains one of the main types of testing: it allows you to identify and recognize typical errors characteristic of dysgraphia. Based on the data obtained, a final speech therapy conclusion is made.

Causes of dysgraphia

Despite in-depth study, the causes of dysgraphia have not been clarified with 100% accuracy even today. But certain data is still available. For example, the above-mentioned scientists say that writing disorder can be caused by:

Biological causes : heredity, damage or underdevelopment of the brain at different periods of the child’s development, pregnancy pathologies, fetal trauma, asphyxia, serious somatic diseases, infections affecting the nervous system.
Socio-psychological reasons : hospitalism syndrome (disorders caused by a person’s long stay in a hospital away from home and family), pedagogical neglect, lack of speech contacts, upbringing in bilingual families.
Social and environmental reasons : excessive literacy requirements for the child, incorrectly determined (too early) age of learning to read and write, incorrectly chosen pace and teaching methods.

As you know, a person begins to master writing skills when all the components of his oral speech are adequately formed: sound pronunciation, lexico-grammatical component, phonetic perception, speech coherence. If, during the formation of the brain, the disorders mentioned above occurred, the risk of developing dysgraphia is very high.

It is equally important to note that dysgraphia affects children with various functional impairments of the organs of hearing and vision, which cause deviations in the analysis and synthesis of information. And in adults, the impetus for the development of pathology can be strokes, traumatic brain injuries, neurosurgical interventions and tumor processes in the brain. Having a certain impact on human development, one or another of the above factors lead to dysgraphia, which can manifest itself in different forms.

What are the mistakes when the writing process is disrupted?

Dysgraphic errors are caused not only by the underdevelopment of analytical systems, but also by problems associated with the structural features of the speech defect.

Mixing letters based on similar characteristics.
Skipping a letter because the student “forgot” how to write it.
"Mirror" writing of a letter.
Skipping letter elements.
Kinetic errors.

Depending on the type of errors, exercises are selected to correct writing disorders.

Types of dysgraphia

Today, experts divide dysgraphia into five main forms, each of which depends on what specific written operation is impaired or not formed:

Acoustic dysgraphia – characterized by impaired phonemic recognition of sounds
Articulatory-acoustic dysgraphia – characterized by impaired articulation and perception of phonemics (phonemic hearing), as well as difficulties in sound pronunciation
Agrammatic dysgraphia – characterized by problems in lexical development and the development of the grammatical structure of speech
Optical dysgraphia – characterized by undeveloped visual-spatial perception
A special form of dysgraphia caused by immaturity of language synthesis

In practice, any type of dysgraphia in its pure form is quite rare, because in most cases, dysgraphia takes a mixed form, but with a predominance of one type. You can install it based on its characteristic features.

Classification of dysgraphia

There are many classifications of writing disorders. One of the most common, which is based on psychophysiological patterns in the formation of writing skills:

If the child’s speech-auditory analyzer system is disrupted, this is an acoustic form. The reason for its appearance is the insufficient formation of phonemic processes. Acoustic dysgraphia manifests itself in the form of replacement and confusion of letters in writing. A student confuses letters whose phonemes have similar acoustic characteristics.
If the functioning of the speech motor unit is disrupted, then an articulatory-acoustic form of dysgraphia may occur. A student confuses letters in writing whose phonemes have similar articulatory characteristics. If a child has incorrect sound pronunciation, then in elementary school most students pronounce the letters silently, which can lead to this form of dysgraphia.
When the functioning of the visual, spatial and kinesthetic analyzers is disrupted, an optical-spatial form appears. The student has difficulty distinguishing sounds by ear, and the spatial orientation of the letter or its elements is disturbed. The child has difficulty determining the boundaries of sentences and text, seeing lines, etc.

Any of these forms can arise as a consequence of a speech disorder. Therefore, when constructing correction work, it is important to select exercises to correct the defect.

Symptoms of dysgraphia

Like any speech therapy disorder, dysgraphia has a number of its own symptoms. As a rule, it makes itself felt through systematic errors in writing, but a person makes these mistakes not out of ignorance of language norms and rules. In most cases, errors manifest themselves in the replacement or displacement of similar sounds or similar letters, omission of letters and syllables in words or changing their places, adding extra letters. There is also a fused spelling of many words and a lack of consistency between words and word forms in sentences. At the same time, low writing speed and difficult-to-read handwriting are noted.

But let's talk about the symptoms that can, with a certain degree of probability, indicate the development of a specific type of dysgraphia:

With acoustic dysgraphia, there may be no disturbances in the pronunciation of sounds, but their perception will definitely be incorrect. In writing, this manifests itself in the replacement of sounds that a person hears with those that are similar to them when pronounced, for example, whistling sounds are replaced by hissing ones, voiceless sounds are replaced by voiced ones (S-Sh, Z-Zh, etc.), etc. .
In articulatory-acoustic dysgraphia, errors in writing are associated specifically with incorrect pronunciation of sounds. A person writes exactly as he hears. As a rule, such symptoms occur in children whose phonetic-phonemic side of speech is underdeveloped. By the way, errors with dysgraphia of this type will be similar both in pronunciation and in writing (for example, if a child says “funny zayas,” he will write in exactly the same way).
With agrammatic dysgraphia, words are changed by case, declensions are confused, the child is not able to determine the number and gender (for example, “bright sun”, “good aunt”, “three bears”, etc.). Sentences are characterized by inconsistency in word placement; some sentence members may even be omitted altogether. As for speech, it is inhibited and underdeveloped.
In optical dysgraphia, letters are mixed up and replaced with those that are visually similar to the correct ones. Here it is necessary to distinguish between literal optical dysgraphia (isolated letters are incorrectly reproduced) and verbal optical dysgraphia (letters in words are incorrectly reproduced). Most often, letters are “mirrored”, unnecessary elements are added to them or necessary ones are left unwritten (for example, T is written as P, L as M, A as D), etc.)
With dysgraphia, which is caused by unformed language synthesis, the child changes letters and syllables in places, does not add the endings of words or adds extra ones, writes prepositions together with words, and separates prefixes from them (for example, “on the street,” “on the table,” etc. ). This type of dysgraphia is considered the most common among schoolchildren.

Among other things, people with dysgraphia may also have symptoms that are not related to speech therapy. Usually these are disorders and disorders of a neurological nature, such as low performance, problems with concentration, increased distractibility, memory impairment, and hyperactivity.

If the symptoms discussed above are systematically manifested, it is necessary to contact a specialist who can conduct a full diagnosis and distinguish pathology from banal illiteracy. Such a specialist is a speech therapist. By the way, keep in mind that the diagnosis of “dysgraphia” is made only if the child already has writing skills, i.e. not earlier than reaching the age of 9. Otherwise, the diagnosis may be incorrect.

Symptoms

The main sign of a written language disorder is typical mistakes that are repeated with every spelling, which the child makes unconsciously, even knowing the rules of the Russian language and the correct spelling of letters. The most striking signs of dysgraphia in children are:

mixing/replacing graphically similar characters (“sh-sch”, “ml-l”, “i-sh”) or phonetically similar (“d-t”, “b-p”, “zh-sh”);
a change in the structure of a word or sentence, when a child swaps syllables, individual letters, rearranges entire words in a phrase, adds non-existent letters and sounds to phrases or, on the contrary, loses them (“stool” - “butaret”, “boy” - “boy” , “dog” – “dog”);
violation of the order of writing words with prepositions and prefixes, when the student incorrectly separates words or adds unnecessary symbols to them (for example, “and-dut”, “to-get”);
inconsistency of words in a sentence when writing and speaking, for example, “big mountain”, “funny boy”, “strict teacher”.

Along with typical errors when writing, signs of dysgraphia in younger schoolchildren may include:

slowness when writing;
various variations in case and inclination of letters;
line displacement, when words gradually move down or rise above the desired level, even when written using rulers;
replacing uppercase characters with lowercase ones or vice versa;
illegible, crooked handwriting.

Some neurological symptoms may also be observed: manifestations of attention deficit hyperactivity disorder, delayed speech development, inattention, difficulty concentrating, decreased performance, poor memorization of material aurally and visually.

Diagnosis of dysgraphia

As we said, to diagnose dysgraphia you need to visit a speech therapist. However, consultation with other specialists is very important. Such specialists include a psychologist, ophthalmologist, neurologist, ENT specialist. They will help eliminate defects in the organs of vision and hearing, as well as mental disorders. Only after this, a speech therapist, having studied the symptoms, can establish that dysgraphia is developing and determine its type.

Diagnostic measures are always carried out comprehensively and in stages. Written works are analyzed, general and speech development, the state of the central nervous system, organs of vision and hearing, speech motor skills and articulatory apparatus are assessed. To analyze written speech, a specialist may ask the child to rewrite printed or handwritten text, take dictation, describe a plot using a picture, or read it aloud. Based on the data obtained, a protocol is drawn up, and the doctor makes a conclusion.

The time at which it takes place also plays a huge role in diagnosis. It is best to seek advice at the minimum possible age (preferably in kindergarten) in order to be able to begin correcting the deviation in its early stages. If the necessary measures are not taken in childhood, dysgraphia will manifest itself in adulthood, and eliminating it will be much more problematic.

Effective methods for correction

There are many techniques for correcting dysgraphia. Among them, the most effective methods are the following:

Word model. The child is given a picture that represents an object and a diagram of a word. He must look at the picture, name the object, and then pronounce all the sounds of the word in order. After this, each sound must be correlated with a letter and a word must be written.
Recognition of vowels and consonants of letters and sounds. The technique consists of several variations. To begin with, the child needs to write down a large number of letters in a notebook, underline the word with a certain sound and write it down. Then the child will need to find certain letters in a word, sentence, text and cross them out. And at the last stage he will need to work with images, the name of which contains the sound being worked on.
Ebbiehaus method. The child is given words that are already familiar, but with missing letters. The child’s task is to insert the missing letters in the word, read it and write it down correctly.
Correlation of the initial letter with the picture and the word. The child himself chooses words (word) and pictures (picture) for a specific sound assigned to him, which he must indicate with a letter.
Correction of spelling errors. The child is given several words with mistakes made. Words must be correlated with the sounding model of the word. The child’s task is to find mistakes, correct them and rewrite the words correctly.

Correction and treatment of dysgraphia

Unlike Western countries, where special programs have been developed for the treatment and correction of dysgraphia, there are no such programs in Russia yet. That is why correctional measures should begin already at kindergarten age, and include special methods and techniques that speech therapists know. But with the help of a regular school curriculum, dysgraphia cannot be eliminated. Actually, no one can completely eliminate the deviation - such is its specificity. However, it is still possible to bring your writing skill closer to ideal.

Corrective programs are necessarily developed taking into account the individual characteristics of each individual case and, of course, the form of the violation. To correct the deviation, the specialist develops a system for filling gaps in processes important for the formation of writing skills, and works on the development of speech and its coherence. Also, tasks are given for the formation of grammar and the development of vocabulary, spatial and auditory perception is corrected, and mental processes and memory are developed. All this leads to the development of writing skills.

In addition to speech therapy, doctors often use physical therapy, massage, and physiotherapy. As for drug treatment, its feasibility and effectiveness remain a big question.

If you decide to be directly involved in the treatment of dysgraphia in your child, use play activities. It is useful for younger schoolchildren to be given tasks to compose words using magnetic letters - this significantly reinforces the visual perception of letter elements. And writing dictations improves auditory perception of sounds.

It is useful to play historian with your child - when the child writes letters with pen and ink. You need to choose your regular writing tools wisely. It is recommended to buy pens, pencils and markers with a rough or uneven body, because... they massage the distal ends of the fingers, through which additional signals are sent to the brain.

In fact, there are many options for working out writing deviations, but all of them must be discussed with a speech therapist. We also recommend consulting specialized literature. Pay attention to the books by E. V. Mazanova (“Learning not to confuse letters”, “Learning not to confuse sounds”), O. V. Chistyakova (“30 lessons in the Russian language to prevent dysgraphia”, “Correcting dysgraphia”), I. Yu. Ogloblina (Speech therapy notebooks for the correction of dysgraphia), O. M. Kovalenko (“Correction of written speech disorders”), O. I. Azova (“Diagnostics and correction of written speech disorders”).

These books contain a lot of useful material for self-study at home. But a quick result is hardly possible, and therefore you need to be patient and respond to mistakes adequately. Classes should be systematic, but short-lived; Be sure to give your child the opportunity to relax, play and do his favorite things. And take the time to watch the video “How to overcome dysgraphia”, from which you can also learn a lot of useful information.

In addition, we note that even if the problem of dysgraphia is not relevant for you, this does not mean that you can write it off. In order to prevent it from developing, we advise you to carry out preventive measures from time to time, about which a few words also need to be said.

Pathogenesis of dysgraphia

Professor of Pedagogical Sciences, psychologist A.R. Luria divided the brain into 3 main blocks:

Responsible for regulating wakefulness and tone.
Responsible for storing, processing and receiving information.
Responsible for control, regulation and programming of mental activity.

Each of these blocks includes components that regulate the writing process. Insufficient development of any of these components leads to peculiar difficulties in writing.

Luria paid special attention to disturbances in the functioning of the components of block 3, which, in his opinion, is responsible for the control, regulation and programming of mental activity. Professor Luria believed without evidence that the third block he invented included the serial organization of mechanical movements and control of the act of movement of the muscles of direct writing.

Professor Savelyev , who is the head of the brain laboratory of the Russian Academy of Sciences, does not agree with the psychologist’s point of view. There are no blocks in the human frontal lobe that are responsible for writing and muscle movement. The frontal lobes are the control centers for social behavior. The movements of the writing muscles are not coordinated by specific brain structures and do not depend on whether there is a pathology in the neurons or everything is normal.

Doctor Nikonov

My opinion: a child with dysgraphia is easily distracted, cannot concentrate, and gets tired quickly due to swelling in the muscle cells of the back, neck, shoulder and pectoral muscles. Attention and logic in such children are poorly developed. Violations in the implementation of speech function are noticeable: speech production is extremely poor, primitive in syntactic expressiveness and diversity.

When performing intellectual tests, an underestimated level of generalized motor function is revealed. Children are slow and have an inability to perform serial movements. Moreover, children with such brain damage do not show any desire to improve their results. The activity of children in games, especially those of a competitive nature, is not inferior to that of their peers. However, this activity is short-lived.

Using the example of my patient Tatyana, you will see the difference in the competitive activity of the two girls. Tatiana's muscles were restored using the Nikonov method. Another girl's muscles are swollen. Details on video:

Prevention of dysgraphia

Prevention of dysgraphia involves certain actions even before your child learns to write. They include exercises to develop attentiveness, memory, mental processes, spatial perception, visual and auditory differentiation and other processes responsible for mastering the skill of writing.

Any, even the most minor, speech disorders must be corrected immediately. It is equally important to expand a child’s vocabulary. At an older age, you need to train your handwriting. We also want to offer you several exercises that can be used both for the prevention and correction of dysgraphia.

Correction

Dysgraphia can be corrected; this requires some effort on the part of parents and specialists. This may take several months or even years (depending on the age of the child and the severity of the problem). If you systematically work with your child, then as a result he will be able to study according to the general education program in a regular school.

Currently, many programs and techniques have been developed to overcome dysgraphia. Treatment of this disease should be carried out in a complex manner: with a speech therapist, psychologist, neurologist and other specialists. During the correction, it may be necessary to transfer the child to a specialized school or hire a tutor. General approaches to correcting dysgraphia involve the use of the following techniques:

enrichment of the lexical vocabulary;
development of coherent and competent oral speech;
development of literacy in writing;
development of auditory and spatial perceptions;
work on strengthening memory;
improvement of thinking abilities;
developing the ability to perceive information by ear;
exercises to develop fine motor skills and motor functions;
increasing analytical skills;
consolidation of acquired skills in writing.

If dysgraphia is a consequence of an underlying disease, children are prescribed courses of medications, as well as physiotherapeutic treatment (massage, exercise therapy, hydrotherapy, magnetic therapy, acupuncture).

Systematic and targeted work with a speech therapist, neurologist and psychologist helps dysgraphics develop writing skills, develop memory, and eliminate shortcomings in written speech. At the same time, a person’s self-esteem gradually increases and his communication skills improve; mental health is restored.

In the correction process, speech games, graphical highlighting of word elements, and visual materials with outlines of letters and words are used.

Many famous people suffered from this disease, which did not prevent them from achieving significant success in their field: Albert Einstein, Tom Cruise, Walt Disney, Fyodor Bondarchuk, Vladimir Mayakovsky.

Exercises for the prevention and correction of dysgraphia

These exercises are quite suitable for children of primary school age, but can also be performed by older children:

Take your child to a book that he or she is not yet familiar with. It is advisable that the text be printed in a medium font and also be a little boring so that the child’s attention is not distracted by the content. Give the task to find and underline a specific letter in the text, for example S or P, O or A, etc.
Make the task a little more difficult: let the child look for a specific letter and underline it, and circle or cross out the letter following it.
Invite your child to mark similar paired letters, such as L/M, R/P, T/P, B/D, U/Yu, A/U, D/G, etc.
Dictate a short passage of text to your child. His task is to write and speak out loud everything he writes, exactly as it is written. At the same time, it is necessary to emphasize the weak parts - those sounds that are not paid attention to during pronunciation, for example, we say: “there is a cup of milk on the table”, but we write: “there is a cup of milk on the table”. These are the parts the child should emphasize. The same applies to finishing and clearly pronouncing the endings of words.
An exercise for developing attention and gross motor skills - movements of the body, arms and legs. The idea is that the child draws a continuous line with a pen or pencil without changing the position of the hand and the sheet. Special collections of drawings are best suited for this, the nodal points of which are marked with serial numbers for connection.
Explain to your child the differences between hard and soft, dull and voiced sounds. Then give the task to select words for each of the sounds and do an analysis of the words with him: what letters, syllables and sounds they consist of. For convenience and clarity, you can use various objects.
Train your child's handwriting. To do this, it is useful to use a squared notebook so that the child writes words by placing letters in separate cells. Make sure that the letters completely fill the space of the cells.

And a few more tips for conducting classes:

The environment should be calm, the child should not be distracted by anything
Select tasks according to the child’s age and abilities
In case of difficulties, help your child, but do not complete the tasks yourself
Do not teach your child foreign words if he is not yet psychologically ready for it.
In everyday communication, speak as correctly and clearly as possible
Do not repeat after your child words and phrases that he pronounces incorrectly.
Remember to choose your writing tools carefully
Provide psychological support to the child, because often children with dysgraphia feel “not like everyone else”
Never scold your child for mistakes
Encourage and praise your child for any successes, even the smallest ones.

Remember that a competent approach to education, care and attention to the child, as well as extreme attentiveness to the process of his development will help you recognize deviations in time and take measures to correct and eliminate them. And we wish you and your children success in learning and mastering new skills!

We also recommend reading:

Storytelling
Neurolinguistics: Brief Description and Key Ideas
Overcoming information overload
Diogenes syndrome
“Delusions of grandeur”: superiority or problem?
How to independently learn to write correctly in Russian
How to teach a child to read: rules, tips and tricks
Tips for Improving Non-Fiction Writing
Strange brain disorders
Dyslexia: Definition, Causes, Symptoms and Treatment
Learning your native language: a selection of useful materials

Key words:1Children

Speech therapy help for dysgraphia

The child must form a word from letters

Exercises to correct writing disorders should be selected depending on the form of the defect. If there is a speech disorder (dysarthria, alalia, etc.), it is necessary to correct it. Sometimes a complex intervention with the participation of a neurologist and neuropsychologist is needed.

If this is an acoustic form, during lessons the child is offered tasks for correcting phonemic hearing (distinguishing sounds in the speech stream, analyzing the acoustic characteristics of phonemes - similarities and differences, working with paronymous words). They offer tasks to determine the number of sounds in a word and their place.
If it is articulatory-acoustic dysgraphia, articulation exercises are included in the classes. A more detailed analysis of articulation is carried out with the child. If there are violations of sound pronunciation, mandatory correction is required.
To correct optical-spatial dysgraphia, they are taught to distinguish between right and left, up and down. They are given tasks to place letters or shapes on sheets of different formats according to verbal instructions. A detailed analysis of the letter: what elements it consists of, in what order to write them. Work is also underway to correct phonetic-phonemic processes.

Also, for any form of writing disorder, in classes the child is asked to lay out letters from scrap materials, sculpt them from plasticine or salt dough. They use the technique of “air writing”: they write letters in the air with their hands; at the initial stages, you can pronounce the writing of the elements. Exercises to improve coordination of movements and develop finger motor skills are required.