Specifics of manifestations of dysgraphia in primary schoolchildren with mental retardation and normal development

Article:

Children who begin to learn writing sometimes encounter manifestations of dysgraphia.
It manifests itself already during the first attempts at writing in the form of gross errors. At first, parents assume that the problem is the child’s banal inattention, but experienced teachers will quickly distinguish a disorder called dysgraphia. This is a deviation in the formation of certain mental functions, in which minor problems with the speech apparatus are also observed. The child writes words in reverse and makes a huge number of grammatical errors. The handwriting is illegible. The defect manifests itself more as problems during writing, but it is associated with disruption of the functioning of some parts of the brain responsible for speech.

General information

Dysgraphia is a writing disorder in the form of systematic phonetic errors and incorrect spelling of letters. Such errors are permanent and are not related to knowledge of the grammatical rules of the Russian language.

Dictations or presentations for children with this disorder are replete with errors, which reduces self-esteem and interferes with learning, developing, and communicating with classmates. This problem cannot be solved on its own and requires the intervention of specialists, including psychotherapists, neurologists and others.

According to studies, dysgraphia in various stages is detected in 53% of second grade students, 37% of middle school students. Based on these data, we can conclude that this disorder is stable. Depending on the problems and symptoms, various types of dysgraphia are distinguished, also classified by severity.

Pathogenesis and mechanism of occurrence

Writing is a multi-level mechanism, the implementation of which involves different systems:

• speech motor;
• auditory;
• visual;
• motor.

They successively transform articulemes into the form of phonemes, the phoneme turns into a grapheme, and those into a kineme. To develop writing, a child must have a good level of oral speech. It is now known that the pathogenesis of dysgraphia is associated with incorrect or untimely lateralization of brain functions. These processes end approximately by 6-7 years, that is, by the beginning of school.

If there is a delay in lateralization and the simultaneous presence of left-handedness, disturbances occur in the cortical region. With dysgraphia, a child experiences incomplete development of perception, thinking, and memory. The emotional-volitional sphere of the child, visual analysis and other aspects of the child may suffer.

Causes of dysgraphia in children

Before answering the question “dysgraphia—what is it,” you need to understand its causes. This can happen for a variety of reasons:

• birth injuries;
• infectious diseases;
• genetic predisposition;
• neglected child rearing.

Dysgraphia is often accompanied by a number of concomitant diseases that have already been diagnosed in the child. This disorder primarily manifests itself in the incorrect spelling of letters and syllables. Patients with this diagnosis are not able to write correctly, as they have hearing and visual impairments. The child cannot properly process the information received, synthesize it, and analyze it.

Causes of dysgraphia in adults

The reasons for the imperfection of written speech in adults can be provoked by external and internal factors. The main causes of dysgraphia in adults are:

• brain injuries or surgical operations;
• brain tumors;
• some infectious diseases, such as meningococcus;
• inflammatory processes;
• stroke;
• social conditions;
• lack of oxygen in the blood (asphyxia).

Social factors may include pedagogical neglect, incorrect speech of people around the child, little communication between the child and other children and adults, and bilingualism.

A person with dysgraphia makes systematic errors when writing. They are stable in nature, and the person knows all the grammatical rules well.

The most basic reasons for development are insufficient functioning of speech and hearing (analyzers). The child cannot independently analyze speech and synthesize it.

Mastering written speech is directly related to the development of all aspects of speech function, therefore, children with mental retardation, developmental disabilities, phonemic underdevelopment, and sound pronunciation disorders are at risk for dysgraphia. That is why it is extremely important to undergo an examination by a speech therapist by school age and correct existing problems.

Classification of dysgraphia

Currently, dysgraphia involves the identification of five forms. Each of them depends on which particular writing operation is not formed or is impaired in the patient:

1. articulatory-acoustic dysgraphia is caused by impaired perception of phonemics, articulation, and difficulty in sound pronunciation;
2. acoustic dysgraphia is caused by a violation of phonemic recognition;
3. a form of dysgraphia caused by the immaturity of language synthesis;
4. agrammatic dysgraphia is caused by difficulties in the development of speech vocabulary and its grammar;
5. optical dysgraphia is associated with the fact that the patient does not have developed visual-spatial perception.

It is worth noting that in speech therapy, in addition to strictly defined forms of dysgraphia, mixed forms are often diagnosed. By the way, mixed forms are somewhat more common in practice.

In addition to this classification, there is another:

1. specific writing disorders;
2. nonspecific writing disorders (related to the pedagogical and socio-psychological aspects of the disorder).

Types of dysgraphia

There are different types of dysgraphia:

• Articulatory-acoustic. The child pronounces some sounds incorrectly, pronouncing them silently; he makes grammatical errors when writing them. When correcting this type, it is necessary to work on the pronunciation of sounds, words, and phrases.
• Acoustic. Sounds are pronounced correctly, but can be confused with similar ones, for example, replacing voiced sounds with unvoiced ones - b-p, d-t, z-s; s-sh, z-zh. The degree of softness of sounds may be confused.
• Optical. The child has difficulty writing letters, adds additional elements to them - dashes, dots, sticks, or skips the letter entirely.
• Dysgraphia with imperfect analysis and synthesis. The child skips or repeats words, can swap letters, syllables, write together or separately, but incorrectly.
• Ungrammatical. Usually detected in primary school. During this period, the child begins to write phrases and simple sentences, making mistakes in endings, suffixes, and confusing declensions, cases, and genders.

All speech disorders are characterized by problems with the sequence of spelling words. Writing is a process of operation of a variety of analyzers and systems, the interaction of which is responsible for the child’s skills and ability to write correctly.

Acoustic

In another way, this type of disorder is called phoneme recognition dysgraphia. With it, the child cannot distinguish sounds correctly. This phenomenon manifests itself especially often when teaching writing. Acoustic dysgraphia has the following characteristic symptoms:

• replacing sounds that are similar to each other (ringing, hissing, whistling, hard, soft);
• errors in the softness of sounds;
• transmission of individual sounds;
• substitution in one word;
• combining several words into one without spaces.

The most common mistakes are the words “ball - ball”, “perch - perch”.

Optical

The following mistakes are most often made in writing:

• incomplete spelling;
• mirror writing of letters;
• presence of unnecessary elements;
• confuses letters that differ in one element (p-t, sh-shch)
• inability to distinguish letters of similar spelling.

This type develops on the basis of visual-spatial impairments and their incomplete formation. The child can change letters in places.

Ungrammatical

Manifestations of dysgraphia are caused by a general underdevelopment of grammatical structure. There are problems in the morphological and syntactic components. Symptoms of this disorder are:

• difficulties in logical connections between sentences;
• violations of the semantic component in the written text;
• omission of sentences or parts thereof;
• problems in the logical sequence of writing;
• the child does not distinguish between singular and plural numbers;
• replacing endings;
• incorrect word formation, consistency of words with each other;

The agrammatical type of dysgraphia is characterized by incorrect use of cases, genders, incorrect construction of constructions, manifested in the omission or replacement of prepositions and other elements of sentences. The appearance of such dysgraphia is facilitated by speech disorders (alalia, dysarthria).

Articulatory acoustic

The articulatory-acoustic type of dysgraphia in children is manifested by mixing letters, omitting them, and substitutions that are similar in sound. Symptoms may include:

• inability to pronounce sounds and perceive them;
• phonetically similar sounds are replaced;
• there is the addition of extra letters and syllables in a word;
• improper softness when writing;
• incorrect spelling of individual letters.

These errors are practically not corrected, appearing again every time. At the same time, the comments of a teacher or parent do not bring any results. It is necessary to focus correction work on auditory differentiation, especially on voiced-voiceless, soft-hard sounds and correctly pronounce them.

Dysgraphia due to underdevelopment of language analysis and synthesis

This phenomenon is the result of a violation of the analysis and synthesis of speech, the division of one sentence into separate, constituent words. There are violations in phonetic analysis. In general, this type of dysgraphia has the following symptoms:

• the child misses the letters (rain - rain, boy-boy);
• extra letters and syllables are rearranged or added;
• fused writing of individual words as one whole;

Experts distinguish between specific and nonspecific writing disorders, which are associated with educational, social, and psychological factors. The child has difficulty with the sequence of writing speech.

Mixed forms of dysgraphia

This type is one of the most common of all dysgraphias. This happens when several parts of the child’s written language are insufficiently formed. This phenomenon complicates and prolongs correctional work with such a patient. The characteristic features of this disorder are the combination of several speech disorders. Moreover, this happens several times more often in boys than in girls.

Detection of dysgraphia in adults

Treatment of writing disorders in adults, as well as in children, begins with a specialist studying written work done using special techniques. First of all, the speech therapist needs to determine whether writing defects are a manifestation of dysgraphia, or are the result of a person’s illiteracy. The subject performs a number of written tasks, including:

• copying text material (printed and handwritten);
• writing a dictation;
• writing descriptions for pictures;
• reading a whole text, as well as individual words and separate syllables.

During the diagnosis, the state of oral speech is also studied, which includes:

• assessment of the correct pronunciation of sounds;
• vocabulary learning;
• analysis of skills to identify sounds by ear.

After conducting the necessary tests, the speech therapist analyzes the errors, identifying among them those that are typical for certain types of dysgraphia. Next, a speech therapy report is drawn up. If the diagnosis is confirmed, further correction of the defect is required.

Symptoms and manifestations of dysgraphia

It is difficult to establish an accurate diagnosis of dysgraphia without a specialist. Usually, its presence becomes known at school age, when the child writes letters incorrectly. This is often confused with the fact that the child simply does not understand the grammar of the language, for which teachers reduce grades, therefore, the performance of such a child worsens.

Errors due to dysgraphia have nothing to do with mastering the rules of the Russian language. The errors themselves are the same, but numerous. Most often, the child makes mistakes when writing combined/separate words; syllables or letters are omitted. Such symptoms should cause concern for parents and teachers at school. Dysgraphia in schoolchildren requires special correctional work from specialists; the sooner such work is started, the faster the child gets rid of it.

Dysgraphia in schoolchildren can also cause poor handwriting that is incomprehensible to adults. Children with this disorder have slow writing speed and severe unevenness. The height and width of letters are constantly changing, even in one word.

Forecast and prevention of dysgraphia

In order to help a patient suffering from dysgraphia, it is necessary to involve not only specialists in the field of speech therapy and neurology, but also the participation of the child’s environment. Speech therapy assistance should also be provided during schooling.

To prevent the occurrence of a violation, certain work should be carried out even before the process of learning to write begins. It is necessary to develop attentiveness, memory, mental processes, spatial perception, auditory and visual differentiation and similar aspects responsible for mastering written language skills. It is necessary to correct oral speech disorders in a timely manner and develop vocabulary.

During the school period, interaction between a speech therapist and a teacher of Russian language and literature is important. The dictations of a child suffering from dysgraphia or suspected dysgraphia should be checked jointly by both specialists. With their help, you can both confirm the violation and trace the dynamics of its development or, conversely, regression. Specific dysgraphic errors should not be taken into account when grading work.

You can find out more detailed information about dysgraphia, as well as see the list of Moscow clinics where the disorder is diagnosed and treated, on our website. Here you will also find the necessary contact information.

Diagnostic methods

Dysgraphia in primary schoolchildren is diagnosed by studying oral and written speech. Only after this can an appropriate correction be prescribed. It is also necessary to consult a neurologist, ophthalmologist, or ENT specialist. The degree of formation is determined by a speech therapist.

The examination of a child consists of several stages. First, the child’s vision and hearing and the state of the central nervous system are assessed. Next, an analysis of motor skills and articulation is carried out. It is important to consider whether you are left-handed or right-handed. It is important to analyze the phonetic mechanism, sound pronunciation, the child’s vocabulary, and literacy level. After this, a study of the patient's letter is carried out.

A child with dysgraphia rewrites written and printed letters, words, takes dictation, performs exercises using deformed sentences and other tasks. After this, taking into account all the information received, a speech therapist’s conclusion is issued with recommendations for correction.

Symptoms of dysgraphia

Signs of dysgraphia are repeated typical mistakes of a persistent nature that are not associated with ignorance of the norms of the native language. Children can change the structure of a word, replace voiced sounds with paired unvoiced ones, and disrupt the separateness and unity of spelling of terms. At the same time, they write too slowly and sloppily.

• With articulatory-acoustic dysgraphia, errors in written speech are directly related to the mistakes the child makes during oral speech. That is, he writes words the way he pronounces them.
• With acoustic dysgraphia, the student pronounces sounds correctly, but his phonemic perception is poorly developed. In writing, he replaces letters that correspond to phonemically similar sounds (voiced - unvoiced, hissing - whistling, etc.).
• With dysgraphia, which has developed due to a violation of language synthesis and analysis, there is a violation of the division of words into syllables, and sentences into words. The student rearranges syllables and letters, does not add endings, connects words with prepositions, but separates them with prefixes.
• With agrammatic dysgraphia, multiple agrammatisms in written speech are identified. Children incorrectly change words according to cases, numbers and genders, and cannot coordinate them with each other. Prepositional constructions are also violated.
• With optical dysgraphia, graphically similar letters are mixed/replaced in writing (instead of “l” - “m”, instead of “zh” - “x”).

Dysgraphia is often accompanied by:

• neurological disorders;
• decreased performance;
• hyperactivity;
• increased distractibility;
• decreasing memory capacity.

If you notice similar symptoms, consult a doctor immediately. It is easier to prevent a disease than to deal with the consequences.

Dysgraphia correction

Correction of dysgraphia in younger schoolchildren depends on the severity, neglect and other individual characteristics. With the right approach and the support of teachers, it is quite possible to completely overcome this disorder, but you should be patient, as this process is slow, complex, and painstaking. It is most difficult to carry out correctional work with children of senior school age. In this case, there may be other associated speech and writing disorders. The rehabilitation period in this case may take a long period and may not disappear completely. Correction depends on the type of disorder, the age of the child, and his physiological characteristics.

It is impossible to fix this problem on your own. It will be necessary to involve narrow specialists in this work, such as neuropsychologists, psychologists and others. Speech school will have better results in working with writing disorders.

The bulk of the work falls on the speech therapist. He draws up a rehabilitation program, determines exercises on sound pronunciation, the formation of lexical and grammatical structure, phonemic speech recognition, motor skills, psychology and other factors of correctional work.

The most effective correction methods are:

• written exercises for recognizing similar letters (for a diagnosis of optical dysgraphia);
• tasks for memory, development of thinking and perception;
• exercises for the development of sound analysis in the form of games (puzzles, riddles);
• work on the formation of lexical and grammatical structure;
• tasks for the correct understanding of letters, sounds, words;
• production of sounds, automation of speech.

If a child has organic reasons for the development of dysgraphia, drug treatment may be included. Massage, exercise therapy, and physiotherapy may be prescribed. Such measures influence these reasons, leveling their significance on the ability to write.

Speech therapy correction

The child must have clear, correct auditory differentiation of sounds. If this requirement is not achieved, further correction makes no sense. The duration of work is individual for each child. Classes with a speech therapist can be conducted both in groups and with each child individually.

During classes, children perform various tasks:

• verbal tasks;
• visual lessons;
• practical lessons.

Stories, fairy tales, communication with the child, and descriptions of the qualities and properties of individual objects are used as verbal tasks. Visual methods involve observing and analyzing individual sounds and letters. In practical classes, acquired skills, knowledge and abilities are consolidated. There are also combined classes and methods.

A speech therapy session has its own structure, depending on the stage. At the first stage, there is a need to interest the child and create a certain level of motivation for further correction. The second stage is providing the student with the opportunity to gain new knowledge and information and synchronize it with what is already available. The third stage is characterized by understanding the information received and using it.

Correction for younger schoolchildren depends on the age of the child and is selected based on the severity of the violations and its degree.

Drug treatment

Drug treatment should be prescribed exclusively by a specialist. Self-medication of these disorders can be dangerous to the health and life of the child.

Home exercises with parents

It is impossible to solve the problem of dysgraphia exclusively at home. Self-study exercises can be an additional solution, but not the main one. Correction for schoolchildren differs in its activities depending on the age of the child. The exercises themselves are prescribed by speech therapists, and they are carried out at home under the control and with the help of the parents themselves. There are several simple but effective exercises that you can do on your own:

1. Exercise labyrinth. The child must draw a line on the paper without allowing any breaks in it. The child moves only his arm and changes the position of his fingers and hand, but not the sheet itself.
2. Finding certain objects or pictures. The child must sketch or shade them.
3. Exercises to develop attention when detecting optical-spatial problems. For this, there are tasks in the form of constructing letters, symbols, and signs. You can search for letters in pictures or objects, insert missing words into a sentence.
4. Exercises to develop clear articulation of problematic sounds. The parent and the child look for words with these sounds, learn rhymes, songs, tongue twisters and other tasks. Games for the development of the lexical and grammatical component of speech. This could be “Say the opposite”, “Find the whole”.
5. Logorhythmic gymnastics (logorhythmics) classes.

Systematic implementation of exercises on a daily basis will shorten the rehabilitation period and give the first positive changes faster.

Dysgraphia: general information

Dysgraphia is a writing disorder that involves crooked letter writing with multiple misspellings of words. The handwriting of a child with this disorder is illegible, and words may be written in reverse with a large number of grammatical errors. This defect is a consequence of disruption of certain parts of the brain.

Writing impairment, the causes of which lie in the improper functioning of certain parts of the brain, occurs in many children who are beginning to learn the basics of writing. Thus, among second grade students, on average, such a violation occurs in more than half of the class. In the absence of timely treatment, such a deviation entails a decrease in the child’s self-esteem, affects his academic performance, and affects relationships with peers.

Dysgraphia is often accompanied by minor problems with the speech apparatus. This violation has several types and is classified according to severity.

Consequences in the absence of correction

Ignoring problems with dysgraphia can cause serious problems, such as:

• inability to fully master the school curriculum, especially the subjects “Russian language” and “literature”;
• difficulties with written surveys;
• intellectual retardation due to failure to master school knowledge;
• anxiety;
• suspiciousness;
• communication problems with peers and classmates;
• low self-esteem;
• deviance of behavior.

The need to write something will cause discomfort and fear in the child. There may be problems with mathematical terms and others.

Forecast, preventive measures

The prognosis for the treatment of dysgraphia depends on a number of factors: the timeliness of the measures taken, the severity of the deviation, its form, the reasons that provoked the formation of the written speech disorder, as well as the individual characteristics of the patient. Only through the well-coordinated work of specialists, the patience and perseverance of parents, as well as the positive attitude of the child, can a positive result be obtained in the end. The problem associated with impaired written speech can be completely corrected in more than 80% of cases.

Parents of a child who has been diagnosed with dysgraphia should be aware that the lack of a timely response can lead in the future to:

• Poor academic performance, which is fraught with intellectual retardation in the development of the child.
• The appearance of suspiciousness and anxiety.
• The emergence of problems with peers.

In addition, an advanced form of dysgraphia is the cause of a child’s deviant behavior and low self-esteem.

For a child with an advanced form of dysgraphia, the need to write something will always cause discomfort. This leads not only to poor academic performance, but also to a complete lack of desire to learn and master new material.

Prevention of writing disorders in children

Experts are confident that it is impossible to prevent dysgraphia, since its exact causes have not been fully studied. However, risk groups have been identified whose representatives suffer from it more often than others:

• delayed psychological development;
• left-handers retrained to be right-handed;
• children with articulation problems;
• bilingual children;
• learning from rude or insufficiently competent teachers;
• hyperactive children;
• children who started school early.

Prevention consists of certain skills - attentiveness, perception of the surrounding space, memory, insufficient vocabulary. If parents or a teacher notice that the child is making the same mistakes, it is necessary to seek help from a speech therapist or neurologist in order to begin corrective work on time.

Treatment of dysgraphia

Correction of dysgraphia is carried out taking into account the form and mechanisms of impairment of written speech.

The activities carried out are aimed at:

• filling gaps in phonemic processes and sound pronunciation;
• formation of the grammatical aspect of speech;
• vocabulary enrichment;
• development of clear and coherent speech.

The analytical and synthetic aspect plays a fairly large role in the structure of speech therapy exercises for the correction of dysgraphia. For each child, a speech therapist develops an individual development plan for spatial and auditory perception, memory, attention and thinking. Oral communication skills are reinforced through various written exercises.

To eliminate the main diseases that cause dysgraphia, rehabilitation measures and drug therapy are carried out.

Help to achieve good results:

• hydrotherapy;
• massage;
• physiotherapy;
• Exercise therapy.

Danger

Dysgraphia does not pose a health hazard, but it hinders the child’s adaptation and communication with others. The neglected form does not allow children to study in general education institutions or enter colleges and universities.

It is very important that not only parents, but also qualified speech therapists, neurologists, and teachers deal with the problem. Writing disorders cannot disappear on their own, therefore, during schooling, a child with dysgraphia should study with a speech pathologist.