Konstantyniv O. - Features of the development of self-control in children with dysgraphia

Contact: Oksana Konstantyniv, PhD Kamianets-Podilsky Ivan Ohienko National University

Thanks to the study of written speech by scientists of various fields of scientific knowledge, it was found that written speech is a complex system in terms of structure and functional organization, which includes a number of structural components (operations for processing auditory, kinesthetic, visual and visual-spatial information; serial organization of movements, programming and control of activities, electoral activity) In addition, the formation of writing as a skill is ensured by the readiness of phonological processes, the maturity of visual and visual-spatial functions, a sufficient level of development of motor and regulatory functions. Based on this, children's inability to control their actions is indicated as one of the reasons for impaired writing. It is noted that low self-control in written and spoken activities leads to the fact that children do not notice mistakes in the process of completing the task, and in connection with this, they often do not feel the need to check the obtained result. To study the features of control, the experimental group included students of grades 2-4. The analysis of the features of visual and auditory control revealed heterogeneity in the indicators of these controls in each age group. In the process of comparative analysis, the children were divided into 3 subgroups: the first was treated with predominant visual control; to the second, children in whom the effectiveness of auditory control exceeded visual control by an order of magnitude; the third group included students with the same level of visual and auditory control.
Thus, the experimental study confirmed that in younger schoolchildren with dysgraphia, in addition to the low formation of self-control in general, its features related to the dominance of the analyzer, which is most responsible for the formation of written and spoken activity, can be observed.
Key words: dysgraphia, self-regulation, self-control, writing