The article analyzes written speech errors associated with dysgraphia in children of primary school age and considers pedagogical and speech therapy methods for their elimination. The study analyzed the types of errors, their causes, and the effective use of correction methods based on theoretical sources and practical observations. This article is devoted to errors in written speech of children of primary school age and methods for their elimination. Dysgraphia, that is, a violation of written speech, is one of the most common problems in the development of children's writing skills and requires a pedagogical, speech therapy, and psychological approach. The article scientifically describes the types of errors in written speech - graphic, orthographic, morphological, syntactic, semantic, and motor errors - and analyzes their connection with the child's speech, cognitive, and motor development. The article also extensively covers effective methods for eliminating errors. Practical methods for strengthening written speech skills are presented through the development of phonemic hearing, visual perception, fine motor skills, and the integration of grammatical and lexical exercises. Examples, content, objectives, and expected results for each type of exercise are presented in tabular form, which can also be useful as a practical guide for teachers and speech therapists. The article also emphasizes the importance of an individual approach to the development of written speech, regular and systematic organization of classes, as well as cooperation with parents and teachers. The results of the study show a significant improvement in children's writing accuracy, speed, grammatical correctness, and ability to express the content of the text, which allows them to increase their self-confidence and increase motivation in the learning process.

Dysgraphia, written speech, types of errors

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