PSYCHOLINGUISTICS OF ORTHOGRAPHY IN THE CONTEXT OF A CONTEMPORARY TEXTBOOK FOR STUDENTS WITH SEVERE SPEECH DISABILITIES

Abstract

The essence of the psycholinguistic approach usage for native speechlanguage scientific researches during last decades is represented in the article. Its practicability is proved due to the “Orthography” unit elaboration in the context of textbooks for students with severe speech disabilities creation. The step-by-step system of training materials according to the mechanismsof speech disabilities and complexity of a psychological structure of tasks are also represented in this article. Orthographical skills development is based on the visualization of doubts (due to rules usage accuracy) and correct decision that creates conditions for the better perception of a cogitativeness algorithm. A peculiarity of the first propaedeutical stage is that students get a possibility to observe the technology of the definite orthographical rule usage in a playful way that creates basic recommendations for the next stages. The second one is the main stage on which students’ activities that give a possibility to use the rule in many exercises (with various prompts to simplify children’s efforts) are foreseen. The psychological structure of every task is taken into account, andit becomes more complicated very gradually: psychological functions and operations (control, attention, memory) of different modalities (acoustical, optical and motor) due to appropriate analyzer systems are added step by step. On the final stage students are able to use their knowledge by themselves, they get a possibility to improve their skills and control this process. Perspectives of further deeper researches of psycholinguistics of orthographical experience which foresee speech-language service elaboration in the process of orthographical skills development at the lessons of Ukrainian are determined.