This article examines the psycholinguistic analysis of writing difficulties in Uzbek–Russian bilingual children and the distinction between the risk of dysgraphia and cross-linguistic orthographic transfer. Phonological encoding, the storage of orthographic word representations, morphological analysis, and graphomotor execution are considered as interrelated processes. Drawing on the characteristics of Uzbek and Russian writing systems, the article proposes a framework for classifying errors, developing parallel tasks in both languages, and evaluating writing performance alongside language experience. The article is based on theoretical analysis and a proposed experimental study; it presents neither empirical findings nor standardized diagnostic cutoffs. Its practical relevance lies in the potential to identify a learner’s writing profile and guide individualized support.
Dysgraphia and Cross Linguistic Orthographic Transfer in Uzbek–Russian Bilingual Children an Experimental Psycholinguistic Study
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References
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