PREVENTION OF DYSGRAPHY IN PRESCHOOLERS WITH AN ERASED FORM OF DYSARTHRIA

The article analyzes the issue of prophylaxis of written speech violation of senior preschoolers with an obliterated form of dysarthria. Written speech, unlike oral, is formed in conditions of purposeful learning, neuropsychological mechanisms of its formation at preschool age are fixed during literacy training and are improved during further education. Literacy is a complex cognitive activity that requires sufficient maturity of many mental functions of the child. The aim of the work was to implement a comprehensive differentiated approach to speech therapy work to correct violations of speech and non-speech mental functions in older preschool children with an erased form of dysarthria for the prevention of dysgraphy. The main objectives of the work were: the implementation of the basic principles of comprehensive speech therapy for preschoolers with speech development disorders; the development of a complex of correctional speech therapy adapted for older preschool children and focused on overcoming speech development disorders, psychomotor and perceptual cognitive functions; the implementation of a complex of correctional and developmental teaching methods for older preschool children with erased dysarthria, aimed at overcoming the prerequisites for the development of writing disorders in this category of children. The effectiveness of the proposed methods of correctional and developmental training aimed at preventing dysgraphy in older preschool children with an erased form of dysarthria is evaluated. The conducted studies on the propaedeutics of dysgraphy in children with speech disorders are of considerable interest for the theory and practice of speech therapy, contribute to clarifying the pathogenetic mechanisms of the occurrence of the symptom complex of the erased form of dysarthria, the features of its manifestation in older preschool age, and also indicate the effectiveness of the developed complex of correctional and developmental training for preschoolers with speech disorders. The developed system of correctional and developmental education should be considered as the first and mandatory step in preparing children for literacy and as a necessary complex of speech therapy work to prevent dysgraphy. The proposed methods of optimizing the process of correctional speech therapy for preschool children should be used when teaching children in preschool institutions of special and general education purposes