What teaches dysgraphia. Elena Rybakova

and were noted by a number of linguists, psychologists, teachers, but in the era of information expansion they demonstrate very significant qualitative and quantitative growth.

      To some extent, these phenomena and indigo approaches, technologies, both diagnostic and projective, are reflected. But a number of informational processes, the structurally communicative plan, as well as, we believe, caused by the tendencies of the development of the children’s population, led to the fact that children imperceptibly find themselves acquainted with a significant verbal resource systematically ahead of the currently available content of conceptual strata and combinations of meanings.

      The most indicative and, of course, systemically productive purely verbal methods of diagnosis, motivating cooperation, productive activity.

      We recommend the use of a number of rather simple and visual techniques to identify different vocabulary words level owned student, unaware of his awareness. The most logical of them is the use of a chain of interpretations. The student is asked to determine the scope, the meaning of the word of different remoteness from the sphere of his active cognition and immediate interests, experience, school program. This technique is not very effective linguistically, but as an admission for the self-cognition of the child, giving him confidence in his abilities, as a practical goal-setting apprentice, is invaluable. Thus, the learner learns by experience the process of expanding his sphere of immediate development. Surprise, which is experienced not only by children, but also by many adults, serves as an affective impulse for independent educational activity. The participants of the experiment considered using the “correct mistakes”, “find a synonym” and even the “fourth superfluous” methods more effective.

      The dictation conducted by the participants of the experiment in Beloretsk Pedagogical Guesthouse “Belaya Rech” (known for a number of regional and federal publications, participation in numerous international forums) showed that pupils of primary school and secondary school can correctly write and comprehend, even in a simplified editors of interpretation, complex words of philosophical, ethnocultural plan, compound names of chemical preparations and medicines, restore the correct order of words in offers of science-intensive content. Often a student who stubbornly writes “fox"and “popol””, Almost without errors, can write and pronounce” trinitrotoluene”, ” neocolonialism”, ” behaviorism”, etc., especially confidently observing the structure of the word.

      It is noteworthy that in quantitative terms this feature of speech development as a whole is not too different in families of more educated and intelligent people from those who come from families with secondary educational interests.

      Variations in the degree of expression can be significant (from 30% to 55% of children in the class, with marked signs of an extended development of the dictionary). But these fluctuations do not have a strict dependence on the characteristics of intellectual development, active verbal practice and the interests of children. As for the correlation of the results of the study of the advancement of the verbal component of the intellect of “reading” and “unread” children (that is, those who enjoy reading a broader plan and different levels of complexity – and avoiding this occupation), then our activists do not note the pronounced dependence of this phenomenon on conscious intellectual activity, although qualitatively, of course, the results are predictable: wider coverage of conceptual strata, higher spelling sensitivity, more dynamic logistic potential, or rather, grammatical structuring.