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Primary school is a unique period when children develop their writing and orthography skills. If, in preschool age, special attention was paid to the correct holding of the pen and writing simple signs. Then, during the school years, it is necessary to teach the child how to draw letters correctly and write without spelling errors. At this very time, most children experience the phenomenon of dysgraphia. It is a persistent specific disorder of learning spelling knowledge, writing skills, and abilities caused by the underdevelopment of a range of speech and non-speech mental functions. Therefore, it is necessary to diagnose this disorder in time and address this issue. This study aims to define a psycholinguistic approach to the study of dysgraphia in junior schoolchildren, its diagnosis, and individualized correction methods. The primary school age is the period when the focus should be on the child's development. Diagnosing dysgraphia at this age should include adequate correction methods for this problem. It is worth noting that each child is unique, and therefore, methods should be selected based on the peculiarities of a particular case. Well-chosen correctional methods help to quickly and effectively eliminate disorders related to the acquisition of spelling knowledge, writing skills, and abilities caused by the underdevelopment of various speech and non-speech mental functions. While learning and acquiring knowledge, children need to feel confident in their own skills, supported and attended to. Successfully overcoming dysgraphia can affect the child's personal development, increase self-esteem, overcome stress and psychological discomfort, and contribute to the child's psychological well-being and emotional development. The article defines the concept of "dysgraphia," its content, and its symptoms. The authors analyze the peculiarities of primary school age and the cognitive and psychological aspects of a child at this age. In addition, they reveal the content of the psycholinguistic approach to studying dysgraphia. The authors have selected and provided characteristics of individualized methods of intervention to overcome dysgraphia in primary school children.
Shevchenko et al. (Tue,) studied this question.