SPECIFICITY OF NEUROPSYCHOLOGICAL APPROACH TO THE DIAGNOSIS AND CORRECTION DYSGRAPHIA IN PRIMARY SCHOOL CHILDREN

Abstract. The article reveals the potential of neuropsychological theory and practice as a new perspective of studying the causes of violations of writing (dysgraphia) in children of primary school age, and based on data from a qualitative analysis of neuropsychological methods for correcting these violations. Specificity of neuropsychological approach reveals itself on the basis of comparative analysis with the psycho-pedagogical approach, which is traditional in dealing with dysgraphia. As the differentiating bases are considered: one purpose of diagnostics and other approaches, diagnostic tools, understanding the causes of dysgraphia; orientation of correctional measures, the results obtained. The key "target" neuropsychological diagnosis and correction are not externally observable error messages, and neuropsychological factor - breach of brain organization, which manifest themselves in negative changes in the functioning of many mental functions: control and programming of activities, analysis and synthesis of acoustic and visual signals, the serial organization of movements.

Keywords: neuropsychological approach, psycho-pedagogical approach, dysgraphia, dysgraphia causes, types of dysgraphia, neuropsychological factor, writing, neuropsychological diagnosis and correction.

Melnikovа Maya– Ph.D., assistant professor of clinical psychology and special GBOU VPO «Stavropol State Pedagogical Institute»

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Okorokovа Olga – a student of 4th year GBOU VPO «Stavropol State Pedagogical Institute», the faculty of special education.

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