Features of self-attitude in primary school children with dysgraphia and dyslexia in the conditions of digitalization of education

Abstract

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.

An interdisciplinary approach to the study of physiological problems of students in the context of digitalization

“…These data correlate with the results of our study to identify the characteristics of self-acceptance by younger schoolchildren with dysgraphia and dyslexia. Diagnostics of the unconscious emotional components of the personality through the projective technique "Self-portrait" revealed in children with writing and reading disorders the presence of moderately expressed fears in 66% of cases, low self-esteem in 49%, moderately expressed aggression in 45%, and moderately expressed dependence in 77% in comparison with their peers who have no problems in the formation of school skills [22]. The data presented by speech therapists at the Center for Speech Pathology and Neurorehabilitation O. I. Dolgova, and co-authors indicate that 80% of schoolchildren with dysgraphia and dyslexia entering the neurorehabilitation course have a low level of formation of motivational attitudes towards learning activities.…”

Art‐based research to explore children's lived experiences of dysgraphia

“…However, the other side of PJ's Lego ® door was bolted, which he used to indicate what he perceived as a barrier or setback to writing development, making this learner feel ‘sad’. Research highlights the impact that repeated setbacks can impose on students with SLDs, including negative emotions towards writing, teachers and peers (Bonifacci et al, 2020; Matsyuk & Yelagina, 2020).…”

To Evaluate the Effectiveness of Structured Teaching Programme on Knowledge and Attitude Regarding Dyslexia among Selected Primary School Teachers in Aurangabad City

“…Further exploration is needed to all the more precisely survey instructors' mindfulness. The absence of instructor mindfulness estimation sub-tests was a limit to this investigation [29][30][31][32][33][34][35][36][37][38][39][40].…”