Disorders of written speech in primary school students

Abstract

Written speech disorders in students may stem not only from external factors but also from alterations in brain function. The article explores the most prevalent problems in students' written speech, including spelling mistakes, syntactic errors, methodological inaccuracies, and logical flaws. It further emphasizes that such disorders can be associated with neurological changes in the brain, such as challenges with attention, memory, and learning processes. The article addresses the difficulties in fostering students' written communication skills, the methodological strategies employed by teachers, and the significance of educational resources. The prevalence of written speech disorders such as dysgraphia is explored, showing how these issues can significantly hinder students' ability to develop adequate writing skills. The study also delves into the neurological and cognitive factors that contribute to such disorders, noting that deficiencies in brain function related to memory, concentration, and other cognitive processes can directly impact written expression. Moreover, the role of teaching methods and individualized educational approaches is emphasized as critical to addressing and mitigating the impact of these disorders. As the article concludes, it stresses the need for early identification and intervention to support students' academic and emotional well-being, advocating for a collaborative approach involving teachers, clinicians, and parents to address and manage written speech disorders effectively.