Textual Competence of Primary School Children with Dysgraphy: Diag-nostic Experience / Almanac #46 / Archive / Альманах Института коррекционной педагогики
ALMANAC Institute of Special Education
Almanac #46 " Herzen University: new research in defectology"

Textual Competence of Primary School Children with Dysgraphy: Diag-nostic Experience

V.A. Kalyagin Herzen State Pedagogical University, St.Petersburg, St. Petersburg
P.A. Prishchepova Herzen State Pedagogical University, St.Petersburg, St. Petersburg

The article discusses the results of studying the speech and language components of textual competence when writing an essay by students with dysgraphy. The analysis and generalization of the research data made it possible to identify the shortcomings of their textual competence due to the difficulty of generating a coherent written statement. The components of the generation of a coherent text were evaluated: the presentation of the content in accordance with the plan, the construction of a sequence of microtemes, the division of the text into para-graphs, the expression of the text subject and text predicate, the inclusion of independent, non-independent, necessary and unnecessary sentences, the selection of lexical means, the operation of grammatical forms, syntactic constructions and other components during the creation of texts of essays. The qualitative and quantitative heterogeneous nature of the components of textual competence was revealed in students with different types of dysgraphy.

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