Developed and published within the framework of UNESCO

and Russian Federation Project «Support for the restoration

and development of education system of the Chechen Republic»

ISBN 978-5-209-02718-8

Specific spelling mistakes among children are subdivided into 2 groups: misspelling breaking phonetic principle of writing and spelling problems connected with difficulties mastering morphological and traditional principles of spelling. (T.G. Visel, E.D. Dmitrova, A.N. Kornev, R.I. Lalaeva, L.G. Paramonova, I.V. Prishchepova and others).

Thus, dysgraphia is a disorder of mostly phonemic spelling principle (delka – belka (a squirrel, in the first word with a mistake ‘b’ phoneme is substituted by ‘d’), toroga – doroga (a road, in the first word with a mistake ‘d’ phoneme is substituted by ‘t’), на деревах – на деревьях (palatalisation sign ‘ь’ is omitted).

Disorthography is a stable and specific disfynction in acquirining and usage of the mor­phological and traditional principles of spelling manifested in various numerous spelling mistakes (R.I. Lalaeva), specific inability of the students to use orthographical rules (L.G. Paramonova), spelling problems caused by unformed morphological analysis (A.N. Kornev)

Children with development speech disturbances have difficulties in mastering Russian language school curriculum. Children with pronounced speech delays inevitably face big and even insuperable difficulties in acquiring morphological spelling principle skills, i.e. understanding and written embodiment of grammar rules. Big difficulties occur when understanding morphological word analysis and search for same root words to test spelling of the word in question. In the ab­sence of correction work children tend to fall into remedial group in all subjects.

The testing method complies with ‘Secondary School Education, Primary School (1-4 forms of eleven-year education) Program’ requirements. Testing material was chosen and research done in accordance with age-specific abilities of the students.

The designations employed and the presentation of material throughout this publi­cation do not imply the expression of any opinion whatsoever on the part of UNESCO con­cerning the legal status of any country, territory, city or area of its authorities, or the delimi­tation of its frontiers or boundaries.

Authors are responsible for the choice and the presentation of facts contained in this publication and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization.

© UNESCO, 2007

© Azova O.I., Author, 2007

© Peoples’ Friendship University of Russia, Publishing House, 2007