STANDARDIZATION AND VALIDATION OF METHODS OF DETECTION OF DYSORTHOGRAPHY IN GENERAL SECONDARY SCHOOL CHILDREN
The article closely analyzes contemporary techniques of diagnosing dysorthography as well as revealing criteria allowing diagnosing the inability to spell correctly in primary school pupils: quantitative criteria, stability, recurrence and variety of spelling mistakes in pupils’ written works. It argues that “ungrammatical dysgraphia”, distinguished by some specialists, is actually dysorthography as mistakes made by students in weak positions of the word and violating the morphological spelling principle cannot be classified as dysgraphic. The author chose an optimal method to identify dysorthography and differentiate it from dysgraphia on the basis of acquisition of phonemic and orthographic spelling principles. The method has been modified and validated. The author worked out the standards of mastering orthographic principles by students of 1-4 grades indicating that by the beginning of the fourth year of study the number of dysorthographic mistakes in different written works increases both in the group with normal development and in the group of children with dysorthography, compared to the beginning of primary school education. The undertaken study proves that the process of validation of the modified method for identifying dysorthography was carried out successfully. Application of the diagnostic technique allows to identify persistent violations of mastering morphological, traditional, grammatical, lexicological, semantic and syllable-morphemic spelling principles by primary school pupils and it also helps to accurately determine the degree of dysorthography: mild, moderate and severe.