ANALYSIS OF MODERN VIEWS ON THE ETIOLOGY OF DYSGRAPHIA

Larysa Zhuravlova

Abstract


The article considers the problem of dysgraphia as one of types of written speech disorders, studied by speech therapists, psychologists, neurophysiologists and neuropsychologists of different countries for more than hundred years, but still one of most difficult and urgent till now. It is explained, that writing disorders are denoted in the special literature by the term “dysgraphia”. It is noted, that the term “dyslexia” is actively used by foreign scientists. In several countries (USA, UK) writing disorders are considered as ones, accompanied by dyslexia. Using the term «dyslexia», foreign scientists understand it as difficulties in mastering sign activity, first of all reading and writing. It is accented, that in works of German scientists difficulties in reading, writing and mathematics are denoted by the term «Lese-Rechtschreibshwache». French scientists interpret mistakes in letter denotation of the sound composition of a word in writing and orthographical mistakes as «Dysorthographie», «D’orthographie». It is accented, that the question of the dysgraphia essence still insufficiently studied for today, despite its complex studying in different aspects: clinical, pedagogical, psychophysiologic, neurophysiologic, psychogenetic, psychological-pedagogical, psycholinguistic, neuropsychological. At that certain questions, connected with writing disorders, are interpreted ambiguously, sometimes contradictorily. One of such questions is causes of dysgraphia appearance. It is noted, that three different conceptions are separated in studies, devoted to the dysgraphia etiology: functional, organic and genetic determination; the influence of unfavorable factors in prenatal, natal and postnatal periods; importance of social causes of dysgraphia. It is explained, that studies of dysgraphia in the psychogenetic aspect indicate that disorders of written speech often have the hereditary character. From the clinical point of view, written speech disorders in children are considered as results of the minimal cerebral dysfunction. Scientists’ views on this problem in the neurophysiologic aspect are considered. It is noted, that difficulties in writing skills formation are the result of the whole complex of etiologic factors. Each of the mentioned factors, moreover their combination, can become a cause of difficulties in writing skills formation.

Keywords


writing; dysgraphia; dysgraphia causes

Full Text:

PDF

References


Lalaeva, R. I., Benediktova, L. V. (1997). Differentsialnaya diagnostika i korrektsiya narusheniy chteniya i pisma u mladshih shkolnikov. Saint Petersburg: Obrazovanie, 172.

Sadovnikova, I. N. (1995). Narusheniya pismennoy rechi ih preodolenie u mladshih shkolnikov. Moscow: Vlados, 256.

Kornev, A. N. (2006). Osnovyi logopatologii detskogo vozrasta: klinicheskie i psihologicheskie aspektyi. Saint Petersburg: Rech, 380.

Pumfrey, P., Reason, R. (1991). Specific learning difficulties (dyslexia). Windsor: NFER-Nelson, 338. doi: 10.4324/9781315002903

Ho, C. S.-H., Fong, K.-M. (2005). Do Chinese Dyslexic Children Have Difficulties Learning English as a Second Language? Journal of Psycholinguistic Research, 34 (6), 603–618. doi: 10.1007/s10936-005-9166-1

Everatt, J. (1997). The Abilities and Disabilities Associated with Adult Developmental Dyslexia. Journal of Research in Reading, 20 (1), 13–21. doi: 10.1111/1467-9817.00016

Von Suchodoletz, W. (2006). Therapie der Lese-Rechtschreib-Storung (LRS): Traditionelle und alternative Behandlungsmethoden im Uberblick Taschenbuch. Stuttgart: Kohlhammer W., GmbH, 306.

Francoise, E. (2014). Dysorthographie et dysgraphie: 300 exercices: Comprendre, evaluer, remedier, s'entrainer. Issy-les-Moulineaux: Elsevier Masson, XVIII, 182.

Veronique, R., Carine, S. (2008). Ecriture, orthographe dysorthographie. Aix en Provence: PUP, 192.

Levina, R. E. (1963). Vliyanie nedorazvitiya rechi na usvoenie pisma. Spetsialnaya shkola, 1, 62–66.

Cherednichenko, N. V. (2016). Formuvannya fonetiko-grafichnoyi gramotnosti u molodshih shkolyariv iz porushennyam movlennevogo rozvitku v umovah korektsiynogo navchannya. Kyiv: DIA, 212.

Spirova, L. F., Yastrebova, A. V. (1988). Differentsirovannyiy podhod k proyavleniyam narusheniya pisma i chteniya u uchaschihsya obscheobrazovatelnyih shkol. Defektologiya, 5, 372.

Hvattsev, M. (2003) Aleksiya i disleksiya. Logopediya. Metodicheskoe nasledie. Book IV: Narusheniya pismennoy rechi: Disleksiya. Disgrafiya, 67–111.

Finucci, J. M., Guthrie, J. T., Childs, A. L., Abbey, H., Childs, B. (1976). The genetics of specific reading disability. Annals of Human Genetics, 40 (1), 1–23. doi: 10.1111/j.1469-1809.1976.tb00161.x

McGlannan, F. K. (1968). Familial Characteristics of Genetic Dyslexia. Journal of Learning Disabilities, 1 (3), 185–191. doi: 10.1177/002221946800100303

Roudinesco, M. L., Trela, V., Trela, M. (1950). Etude de quarante cas de dyslexie devolution. Enfance, 1, 31–40. doi: 10.3406/enfan.1950.1160

Gordon, H. W. (1980). Cognitive asymmetry in dyslexic families. Neuropsychologia, 18 (6), 645–656. doi: 10.1016/0028-3932(80)90104-9

Bakwin, H. (1973). Reading Disability in Twins. Developmental Medicine & Child Neurology, 15 (2), 184–187. doi: 10.1111/j.1469-8749.1973.tb15158.x

Hallgren, В. (1976). Specific dyslexia. Acta Psychiatry Neural., 1950, 65, suppl, 1–287. II Autism. Child. Schizoph., 209–234.

Smith, S., Kimberling, W., Pennington, B., Lubs, H. (1983). Specific reading disability: identification of an inherited form through linkage analysis. Science, 219 (4590), 1345–1347. doi: 10.1126/science.6828864

Pennington, B. F., Smith, S. D. (1983). Genetic Influences on Learning Disabilities and Speech and Language Disorders. Child Development, 54 (2), 369–387. doi: 10.2307/1129698

Stevenson, J. (1992). Evidence for a genetic etiology in hyperactivity in children. Behavior Genetics, 22 (3), 337–344. doi: 10.1007/bf01066665

Badalyan, L. O. (2000). Nevropatologiya. Moscow: Akademiya, 382.

Zavadenko, N. N. (2003). Narusheniya formirovaniya ustnoy i pismennoy rechi u detey. Vozmozhnosti ih medikamentoznoy korrektsii. Moscow: RKI Sovero press, 64.

Aksenova, N. I., Skvortsova, V. N. (2005). Vzaimosvyaz minimalnoy mozgovoy disfunktsii i disgrafii. Saint Petersburg, 6–7.

Machinskaya, R. I., Lukashevich, I. P., Fishman, M. N. (1997). Dinamika elektricheskoy aktivnosti mozga u detey 5–8 letnego vozrasta v norme i pri trudnostyah obucheniya. Fiziologiya cheloveka, 23, 3–5

Farber, D. A., Alferova, V. V. (1972). Elektroentsefalogramma detey i podrostkov. Moscow: Pedagogika, 216.

Fishman, M. N. (2001). Mozgovyie mehanizmyi, obuslavlivayuschie otkloneniya v rechevom razvitii u detey. Defektologiya, 3, 3–9.

Beltyukov, V. I. (1977). Vzaimodeystvie analizatorov v protsesse vospriyatiya i usvoeniya ustnoy rechi (v norme i patologii). Moscow: Pedagogika, 176.

Bekker, R., Sovak, K.-P.; Vlasova, N. A. (Ed.) (1981). Logopediya. Moscow: Meditsina, 288.

Orton, S. (1937). Reading, Writing and speech problems in children. London, 215.

Matejcek, Z. (1987). Dyslexie. Praha: SPN, 236.

Klein, D., Doctor, E. A. L.; Goulandris, N. (Ed.) (2003). Patterns of developmental dyslexia in bilinguals. Dyslexia in different languages: Cross-linguistic comparisons. Philadelphia: Whurr Publishers, 308.

Geva, E., Yaghoub-Zadeh, Z., Schuster, B. (2000). Understanding individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50 (1), 121–154. doi: 10.1007/s11881-000-0020-8

You, H., Gaab, N., Wei, N., Cheng-Lai, A., Wang, Z., Jian, J. et. al. (2011). Neural deficits in second language reading: fMRI evidence from Chinese children with English reading impairment. NeuroImage, 57 (3), 760–770. doi: 10.1016/j.neuroimage.2010.12.003

Ahutina, T. V., Pyilaeva, N. M. (2003). Metodologiya neyropsihologicheskogo soprovozhdeniya detey s neravnomernostyu razvitiya psihicheskih funktsiy. A. R. Luriya i psihologiya XX veka. Moscow: Izdatelstvo «SMYiSL», 181–189.

Novikova, G. R. (2000). Sostoyanie vyisshih psihicheskih funktsiy u detey, postupayuschih v I klass obscheobrazovatelnoy shkolyi (po rezultatam neyropsihologicheskogo issledovaniya). Defektologiya, 2, 51–56.

Alston, J., Taylor, J. (1989). Handwriting Theory. Research and Practice. London, 286.

Bezrukiho, M. M. (1992). Podgotovka k pismu. Moscow: B.i., 91.




DOI: http://dx.doi.org/10.21303/2504-5571.2018.00545



Copyright (c) 2018 Larysa Zhuravlova

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2504-5571 (Online), ISSN 2504-5563 (Print)