THE MODERN APPROACHES TO METHODOLOGICAL SUPPORT OF THE CORRECTION OF THE DYSORTHOGRAPHY AMONG STUDENTS WITH SEVERE SPEECH DISORDERS

Abstract

The article presents an analysis of the literature on the spelling problem of students with severe speech disorders middle level education. The concept of the dysorthography mistake and the structure of spelling skills were defined. The psycho linguistic and pedagogical model of the literate writing was presented. The guidelines chapters and psycholinguistic approach were characterized. They are the main tools for the dysorthography correction and in the future, the implementation in the creation of a modern textbook. The modern strategy of the education reform makes the request for the trainings from the point of updating its content and methods of implementation. It is one of the most important tasks of reform to focus on the process of the assimilation of students’ knowledge, taking into account the peculiarities of their development. The education of children with special needs in the context of the modern educational change must be seen as a process, which combines not only the substantive and methodological content, and above all, as the integration features of the child’s development, the educational contents, the methodological support, which advance their educational opportunities. The analysis of school failure, according to the scientific and methodological literature showed that research is conducted for a long time and are interesting for the speech therapists, educators, practitioners, and researchers. The numerous studies show that children with speech disorders have significant difficulties in learning the language subjects. The study of school failure showed that the organization of the research in this direction took place for a long time, but it covers mainly primary school students. In the literature, there are completely absent special studies related to students with SSD average education level. The analysis of the literature on the problem and the content of existing programs for the language subjects leads to the conclusion about the absence of purposeful work with such important directions in writing and speech activities as the development of mental functions that ensure competent writing (memory, attention, control, etc.).
However, a detailed study of psycholinguistic mechanisms dysorthographic errors is critical to improving methods of forming letters spelling literacy of pupils with severe speech disorders. In the literature it is underrepresented the study on the interrelation of status formation of linguistic components of the structural components of spelling skills in a particular base pathology, in the context of a general diagnosis of “the severe speech disorders”. However, a detailed study of psycholinguistic mechanisms of the dysorthography mistake is extremely important for improving the methods of the orthography forming among students with severe speech disorders.