Reading and writing are special forms of speech activity. Reading is an impressive form of speech, writing is an expressive form of speech. When writing there is a process from thought to word, when reading - from word to thought, from grapheme - to thought.
A writing disorder - agraphia. Reading disorder is alexia.
Primary agraphia and alexia.
Primary disorders arise directly as a result of damage to a certain area of the brain and act as a specific disorder.
Agraphia (Greek a - negative particle and Lat. propho - writing) is a writing disorder that occurs with various speech disorders. They manifest themselves either in the complete loss of the ability to write, or in gross distortion of words, omission of syllables and letters, inability to combine letters and syllables into words, etc. Agraphia in children is one of the manifestations of alalia - a consequence of general underdevelopment of speech associated with organic brain damage . Often, agraphia in children is detected in speech disorders associated with deviations in mastering the sound composition of words, with a violation of the sound analysis of words.
Agraphia in adults is one of the manifestations of aphasia. In these cases, the form of agraphia depends on the location of the brain lesion and the characteristics of aphasia. When the cortex of the left temporal region is damaged, agraphia is associated either with impaired phonemic hearing or with defects in auditory-verbal memory. When copying from the text is intact and graphic stereotypes are preserved (signature, spelling of familiar words, numbers, etc.), writing under dictation and independent writing are impaired6. In mild cases, patients mix sounds that are similar in phonetic characteristics and have difficulty identifying sounds in words that sound similar; in severe cases , writing becomes completely inaccessible to patients. When the cortex of the lower parts of the left postcentral region of the brain is damaged, agraphia is associated with a violation of the kinesthetic basis of the speech act. Patients make mistakes when writing sounds that are close in articulation (for example, d, l, n) and poorly articulated sounds (vowels). The exclusion of external articulation makes writing even more difficult.
When the cortex of the lower parts of the left premotor region of the brain is damaged, agraphia occurs due to a violation of the dynamic organization of the speech act. The overall “kinetic melody” of the letter suffers. While correctly writing individual letters and even syllables, patients find it difficult to write a whole word: perseverations arise, difficulties switching from one syllable to another, which disrupts the entire writing process.
With damage to the parieto-occipital cortex of the left hemisphere of the brain, agraphia is included in the syndrome of visual-gnostic disorders. Difficulties arise in transcoding phonemes into spatially organized graphemes. Spatially oriented elements of letters are distorted and written in mirror images. These defects appear both in independent writing, and in writing from dictation, and when copying text.
Sometimes (more often with damage to the occipitotemporal cortex of the left hemisphere of the brain in right-handed people), patients cannot write a grapheme corresponding to a particular sound at all; visual images of letters disintegrate; The letters depicted by patients do not bear any resemblance to the required ones. This writing disorder is called optical agraphia.
A special form of agraphia consists of writing disorders that occur when the frontal lobes of the brain are damaged, when writing suffers, like other types of voluntary, purposeful mental activity. In such cases, independent active writing is most impaired due to defects in the design, programming of writing and control over the process of writing letters.
Agraphia is included in various neuropsychological syndromes as one of the symptoms of aphasic and non-aphasic speech disorders.
Alexia with local lesions of the cerebral cortex
Alexia (from Greek a - negative particle and Latin lego - read) - reading disorders that occur when various parts of the left hemisphere cortex are damaged, or the inability to master the reading process. Depending on the area of damage to the cerebral cortex, several forms of alexia are distinguished.
When the cortex of the occipital lobes of the brain is damaged, optical alexia occurs, which can manifest itself in failure to recognize individual letters (literal optical alexia), or in the form of failure to recognize entire words (verbal optical alexia). This form of alexia is based on a violation of the visual perception of letters or words. Unilateral optical alexia is possible, when the patient ignores half of the text (usually the left) and does not notice his defect. This form of alexia, as a rule, occurs when the occipital-parietal parts of the right hemisphere of the brain are damaged.
When the cortex of the temporal region of the left hemisphere is damaged, auditory alexia occurs as one of the manifestations of sensory aphasia. This form of alexia is a consequence of impaired phonemic hearing and sound-letter analysis of words. Patients suffering from this form of alexia exhibit “guessing reading.”
When the lower parts of the postcentral cortex of the left hemisphere are damaged, kinesthetic motor alexia (or afferent motor alexia) occurs as a manifestation of afferent motor aphasia, associated with disturbances in the kinesthetic basis of the speech act. Reading becomes de-automated, and difficulties arise in recoding letters into corresponding articles.
Damage to the lower parts of the premotor cortex of the left hemisphere leads to the emergence of kinetic motor alexia (or efferent motor alexia), which is part of the efferent motor aphasia syndrome. Reading difficulties are associated here with a violation of the kinetic, successive organization of the speech act. With the correct recognition and pronunciation of individual letters, the patient’s process of merging letters into syllables or syllables into a word is disrupted, the process of switching from one syllable or syllables into a word suffers, the process of switching from one syllable or word to another suffers, and speech perseverations occur.
When the cortex of the frontal lobes of the brain is damaged, a special “frontal” form of alexia occurs, associated with a violation of regulatory mechanisms, selectivity of all mental processes, including reading, which manifests itself in violations of the purposeful nature of reading, disconnection of attention, its pathological inertia, guessing reading, etc. . P.
Severe difficulties in mastering the reading process in children constitute a special form of alexia, which is one of the manifestations of alalia, that is, a consequence of general speech underdevelopment associated with organic brain damage. This form of alexia is caused by underdevelopment of the phonemic aspect of speech, inferiority of sound analysis and synthesis, violations of the sound structure of words, which entails difficulties in mastering not only reading, but also writing.
Reading is an independent type of speech activity that provides a written form of communication. It occupies one of the main places in terms of use, importance and accessibility.
Reading is classified as a receptive type of speech activity, since it is associated with the perception and understanding of information encoded by graphic signs. In reading, there is a content plan (that is, what the text is about) and a procedural plan (how to read and voice the text). In terms of content, the result of reading activity will be understanding of what was read; in the procedural - the process of reading itself, that is, correlating graphemes with morphemes, the formation of holistic techniques for recognizing graphic signs, the formation of internal speech hearing, which is expressed in reading aloud and to oneself, slow and fast, with full understanding or with general coverage.7 In the structure of reading as an activity, one can distinguish motive, purpose, conditions and result. The motive is always communication or communication through the written word; The purpose is to obtain information on the issue that interests the reader. The conditions for reading activity include mastering the graphic system of language and techniques for extracting information. The result of the activity is understanding or extracting information from what is read with varying degrees of accuracy and depth.
Writing is a system of long-term conventional signs, usually of a visual nature, designed to fix speech works on one or another material medium for the purpose of their subsequent perception.
The above definition specifies a number of essential features of writing. The most important feature is the longevity of writing, as opposed to the immediacy of both human speech and many other types of messages using gestures, postures, smells, etc. The second necessary feature of writing is the use of stable conventional symbols. Writing is a semiotic system, its elements are signs that have a stable signifier (usually some kind of graphic configuration - a hieroglyph, a syllabic sign, a letter) and a signified associated with it by a relatively constant connection.
The third essential feature is that writing records not just some thoughts, ideas or concepts, or even messages, but specific speech works in specific languages - texts, sometimes consisting of several or even one word, but usually having some length and sufficient complex internal structure. As a matter of fact, text most often means written text. A system of road signs or other pictograms commonly used in isolation (for example, exit signs, food outlets, etc. in airports, stadiums and other public buildings), although they can be combined with each other to a limited extent, Nobody calls it a letter. People perceive and understand such signs, whereas written texts can be read, even silently; they talk about reading road signs only in a figurative sense.
Writing is usually visual, i.e. uses a sensory channel other than spoken speech - vision. The visual nature of writing directly determines many of its most important features, but there are and have already been named visual semiotic systems, none of which correspond to the idea of writing.
1. Written speech is a broader concept than writing, which is the first component of written speech (the second component is reading)
2. Various types of written products (copying, dictation, presentation, composition).
3. Written speech and writing are formed in different periods. Writing - primary school . Written language - all life
4. Writing and written speech have different objects of awareness. Written speech is an idea and its embodiment in the text; when writing, writers are aware only of technical actions to designate speech sounds, as well as connecting letters during writing and merging them into a whole word.
5. There are 2 forms in written speech: natural written speech (personal letter, diary entries, reasoning) and artificial form (message or report on a specific topic).
6. Writing, unlike written speech, cannot be called a communicative function, because In the early stages, writing is a learning skill. Written speech performs a communicative function, which can be implemented with a time delay.
7. Written speech has an impact on the formation of the writer’s thinking, which writing does not have, because represents, in a certain sense, work on the method and form of utterance. Writing is implemented by the basic learned spelling principles.
8. Various mistakes that are made when writing and writing. Written speech disorders are the inability to master the structure and functioning of a written statement. There is a lack of integrity and unity of the text, a decrease in sentence length and changes in word order. Omissions of significant parts and frequent agrammatisms. Writing errors are considered to be substitutions, confusion, omissions, insertions, rearrangements of letters, errors in writing letters that are similar in spelling and letters that have different visual-spatial locations, and spelling errors. Writing should be considered as a preliminary, preparatory stage in the emergence of written speech, associated with mastering the basic skills of phonetic transcription of oral speech in accordance with the principles of Russian orthography, as well as the technique of mastering graphic operations. When analyzing the process of mastering and disrupting oral speech, you should not replace two close but different concepts.
2.2 Development of critical thinking through reading and writing
