Reading and writing skills are fundamental for successful schooling; however, their development in children with delayed psychological development (DD) is hindered by the specific characteristics of their cognitive processes. Modern digital technologies open up new opportunities for remedial and developmental instruction, but their effectiveness requires scientific validation. Purpose of the study – to develop and test pedagogical conditions for enhancing reading and writing skills in primary schoolchildren with delayed psychological development (DD) through the use of an interactive tablet application. Methods. The study employed analysis of scientific literature, a pedagogical experiment (including diagnostic, formative, and control stages), as well as quantitative and qualitative data analysis. The sample comprised 40 children with DD in grades 2–4 and 20 typically developing peers. Results. The use of adapted visual and auditory dictations in digital format through the interactive tablet application «SlovoShag» («WordStep») significantly improved the level of reading and writing skills in children with DD, reduced the number of dysgraphic errors, and enhanced indicators of voluntary attention and short-term memory. In the experimental group, the proportion of students with a high level of success in reading and writing reached 40%, while the proportion of children with a low level decreased to 20%; in the control group, a high level was observed in only 10% of students, whereas half of the children remained at a low level. The study confirmed the effectiveness of the developed pedagogical conditions and received high recognition: S.A. Anikina was awarded the Gold Medal of the All-Russian «I Am a Professional» Olympiad (2024/2025) in the field of «Special (Defectological) Education» on the basis of the study materials and the created tablet application. Conclusions. The integration of digital technologies into remedial and developmental instruction promotes the development of reading and writing skills in children with DD by individualizing the pace and volume of learning, increasing motivation, and forming stable visual–auditory associations based on adapted speech material.
Afanasyeva et al. (Thu,) studied this question.