МECHANISMS UNDERLYING THE EMERGENCE OF WRITING DISORDERS IN YOUNGER SCHOOL-AGE CHILDREN WITH SPEECH DIFFICULTIES

Abstract

The article examines the theoretical foundations of how writing disorders arise in primary school children with speech difficulties within the context of modern inclusive education. It emphasizes that the development of writing skills is multifactorial and shaped by the complex interaction of neuropsychological, neurolinguistic, and linguistic-cognitive mechanisms that facilitate the accurate percep- tion, processing, and reproduction of language in written form. Insufficient development of individual components within these mecha- nisms leads to various forms of dysgraphia, manifesting as disturbances in phonemic, articulatory-acoustic, morphological, syntactic, visual-gnostic, and praxic processes essential for effective writing. Drawing on contemporary Ukrainian scientific research, the paper systematizes approaches to studying the mechanisms underlying acoustic and articulatory-acoustic dysgraphia, a type of dysgraphia caused by impaired speech analysis and synthesis, agrammatic dysgraphia, and optical dysgraphia. This provides a comprehensive framework for assessing writing disorders in children with diverse speech deficits. The analysis demonstrates that writing disorders rarely occur in isolation; they are more often associated with deficits in intermodal integration, inadequate phonological and morpho- logical processing, and insufficient development of grapheme-orthographic skills-all of which complicate the learning process of writ- ing. The article substantiates the need to shift from symptom-focused approaches to etiopathogenetic logopedic intervention strategies that account for the primary cerebral and neurolinguistic mechanisms underlying writing development. Such an approach enables more effective planning of corrective measures. The study’s findings provide a scientific foundation for developing evidence-based methods for diagnosing and correcting writing disorders, support the advancement of speech therapy practice, and enhance the effectiveness of educational and corrective work within inclusive education.