This article is devoted to the study of the influence of impaired writing and reading skills on the peculiaries of self-acceptance by younger students. The main content and results of an empirical study aimed at a comparative analysis of the specifics of self-attitude in students with dysgraphia and dyslexia and their peers without speech disorders are presented. Features of self-acceptance in the study play the role of a parameter that determines the characteristics of the semantic sphere formation of the individual not only in the standardized development, but also in the presence of deficits, namely, violations of the processes of writing and reading. The research methodology included 2 series of experimental tasks: assessment of the state of oral and written speech activity and psychometric experiment. As a result empirical studies fully confirmed the assumption about the presence of specific signs of self-attitude in pupils with dyslexia and dysgraphia the evidence of the signs categories of self-acceptance in this group of children compared to peers without violations of reading and writing was determined. The identified features of self-attitude will be taken into account when building a didactic model of teaching younger students with disorders of writing and reading processes in general basic education.