Why does a child write slowly - diagnosis of causes and methods of correction.

Do you know a situation where a child has been taught to write by tracing for years, but the result is not visible, the child cannot learn to write? At the same time, the child is restless and inattentive. He may even be diagnosed with motor disinhibition syndrome or ADHD. With such diagnoses, there is often a violation of visuospatial orientation and constructive praxis. The younger schoolchild has long learned to read, but writing is very behind. Or are you more familiar with the situation when a child picked up a pencil very late and, when his peers are already writing letters with might and main, he is just learning to color? His fingers are most likely weak and his movements are uncoordinated. Or, on the contrary, your child’s pen is constantly in hypertonicity (for example, when), and this prevents him from learning to write. Writer's cramp can also interfere with the writing process.

It is not for nothing that in the curriculum of a preschool institution there is no such subject as writing, but there is preparation of the hand for writing. It is assumed that a child comes to first grade ready to learn to write. But a child with developmental disabilities may not master certain skills in a timely manner, and in the 1st grade is still at the preparatory stage and needs to develop small muscles of the hand, attention, visual-spatial concepts and constructive praxis. An elementary school teacher writes letters in a workbook with a pencil for the child to trace. The schoolchild is asked to take a pen in his hand instead of a pencil, because by age he is already required to write with a pen and certainly in a school notebook. And nothing has changed. To move it, you need to figure out what exactly is preventing your child from mastering writing skills. Why do difficulties arise and what to do about it? How to teach a child to write? We will try to help with this by considering separately each problem and ways to overcome it.

1. Fine motor skills of the fingers are poorly developed. Fingers are not strong enough to hold a pen and pencil. The child holds them incorrectly, and the movements of the hand are not coordinated. The baby goes beyond the line when writing, beyond the outline of an object when coloring.

2. Visuospatial orientation is impaired. The child does not orientate himself on a piece of paper and cannot figure out where the top right corner is and where the bottom left corner is. And, therefore, he will not be able to write, for example, the printed letter A, drawing a line first to the lower left corner and then to the lower right.

3. Attention deficit. The child is unable to concentrate on what he is doing. It may be that he is drawing a line in a notebook with his hand, but at that moment his eyes are looking in the wrong direction.

4. Constructive praxis is violated. When writing, to get a letter, you need to put together many hook sticks. It is very difficult for a child who does not know how to build anything from a construction set, cubes, sticks, or matches.

For the development of fine motor skills

and to strengthen children’s fingers we use, of course, finger games, finger theater, games with beans, peas, and other natural bulk materials.
Having learned to grasp a pea, bean or raisin with the thumb and forefinger, it will be much easier for the child to correctly pick up a pencil and hold it.
Manuals for such games can be made independently or selected from available materials. For example, you can make holes in a nylon lid for peas and fill a jar with peas or beans. A tin can with a nylon lid from inexpensive coffee is perfect for these purposes. The jar itself can be decorated in some interesting way. I was lucky - I found a ready-made jar with holes in the lid, designed for storing flexic letters. You can also put beans and raisins into a plastic bottle, after making a “doll” out of it and cutting a “mouth”. So, the child learned to grasp small objects with tweezers. It's time to offer him a more difficult task - ordinary clothespins. By placing them on a pre-cut circle of colored cardboard, you can make a “sun” if you work hard. This task will, of course, make your fingers tired. Remember to give them rest. After several months of such exercises, a child with even weak fingers will be able to pick up a pencil and start coloring. Make sure your child immediately grabs the pencil correctly. The so-called “”—a special attachment for a pencil and pen—can help him with this. It is available for right-handers, left-handers and for children with cerebral palsy. The attachment not only teaches you how to hold a pen correctly, but also protects the child’s hand from premature fatigue. (Photo 4) The child began to “scribble” on paper and color... Let’s provide him with large, simple coloring books, for starters, with a three-dimensional outline. You can save money on these coloring pages by making them yourself. To do this, you will need to buy glitter with gold or silver sparkles at a stationery store and smear it on the outline of regular coloring. Even though the baby is already holding a pencil and mastering coloring, his fingers still need exercise. At this stage, a small ball that fits in a child's hand is ideal. These balls of various colors are now sold in every toy store. We invite the child to squeeze the ball with his hand five times as hard as possible and throw it to you. Then you squeeze the ball five times and pass it to your child. So, the baby’s hand has become stronger and more confident. He is already coloring without going beyond the three-dimensional outline of the drawing. We don't need glitter anymore. Let's give the child the opportunity to color drawings with a regular outline. The only condition is that they should be simple and large enough, but not so large that the child gets tired while coloring to the end. If your baby doesn’t want to take up drawing and coloring at all, but enjoys watching you do it, let him watch and draw endlessly. Sooner or later, his pen will still reach for the pencil. It is useful to add modeling from plasticine to coloring and playing with “loose crumbs”. Try not to frighten your child at the very beginning with the complexity of the tasks. Make sausages and balls, simply naming the colors, just as much as is interesting to the child. Even simply pinching small pieces of plasticine from a large block will strengthen your fingers. The moment comes when you can invite your child to take his first route with a pencil along special training paths. (photo6). First, I also suggest making their outline voluminous using glitter. After the usual paths, we move on to large letters, inside of which there is a dotted line. (photo7). Gradually reducing the size of such letters, in the end, we abandon the outline altogether and leave only the dotted line. Now these are ordinary copybooks for preschoolers with block letters. Touch tracks will help you practice writing letters, both printed and uppercase (photo 8). To develop visuospatial orientation

special “dictations” are used when the child is asked to put a match, a pea or any other small thing in the upper right corner of the album sheet, then in the lower left, in the center of the sheet, etc.
Mosaics can also be used for the same purpose. There are graphic dictations for checkered notebooks, where you need to count the number of boxes in a certain direction, resulting in a picture (photo 9). It is also useful, holding the child’s hand in your hand, to write block letters, while pronouncing the direction of movement of the pen or pencil.
By the way, I would like to note that first a child learns to write with a pencil, then he is given a gel pen that does not require pressure, and only then a ballpoint pen. To develop visual-spatial orientation, special exercises such as “color the flags facing to the right in red and yellow to the left” are also used. You need to start teaching your child to navigate sides and directions much earlier than you start learning to write. First, we study the right and left limbs of our body, then we casually show on the page of the book how Pushkin’s scientist cat walks now to the right, now to the left. To develop concentration and attention span

Activities are used that can temporarily hold the attention of each individual child.
For example, sticking letters and numbers, alternating reading-sticking-coloring. Use the exercise of watching the second hand. If a child has problems with writing precisely because of attention deficit, it is necessary to help him by accompanying the movement of his hand with your voice. We comment clearly, loudly, expressively: “Wand up, stick down, hook.” We teach the child to name it after writing a letter. Then he will try to stay attentive, and not mechanically move his pen over the paper. If we are talking about the pre-literary period, and the child writes with sticks, then we prompt him: “From top to bottom! Top down!" A game like this will help here. First, the child is asked to find the desired letter and place it on top of the same letter in the word.
Then we look for a circle with a letter and place it below, under the letter on the card, thus creating our own word in the bottom row. You can check that when performing this task, aimed at mastering written speech, the child will not be distracted. Ordinary language exercises—articulatory gymnastics—also contribute to the development of attention. To develop constructive praxis

The child, of course, is introduced to various types of construction, asked to put together a geometric figure or a letter from matches or counting sticks, and to find on paper the necessary elements for a certain letter. Then connect the dots. To begin with, we suggest connecting two dots, then several. At the same time, we practice hand coordination and concentration. If the movements are very poorly coordinated, then we gradually bring the points closer together, eventually reaching the point that they turn into a dotted line along which a letter or its element is written. At the same time, we remind the child that he needs to move clearly from point to point.

It should be noted that the written speech disorder that we are talking about in this article is motor dysgraphia.

And most importantly, although this is my personal opinion. If a child already reads and can form words from the letters of the magnetic alphabet, then you should not slow down his development by spending an incredible amount of time writing out letters. Put him in front of the computer and let him type. After all, typing is also writing. You can print exercises, dictations, letters. After all, it's the 21st century!

During the first two school years, children actively master written language, and mistakes when writing words and sentences seem to be a natural occurrence. But if you sit together on your homework, cram the rules, hire a tutor, and as a result the child brings only bad grades, this is a reason to seek help from a speech therapist. Experts tell us why a child writes poorly in second grade and how you can help him.

Causes of problems with writing

In most cases, errors appear in the first grade: the child writes dirty, goes beyond the margins, confuses uppercase and lowercase letters, and does not complete them completely. What is this connected with? Writing is a complex process in which several parts of the brain are involved: speech and motor centers, memory, logical thinking, imagination, and auditory center. In order to correctly write a particular word, you must:

Correctly hear the word and identify individual sounds in it.
Restore in memory the letters that correspond to them.
Figure out how they are spelled correctly.
Give the desired command to your hand.
Remember the rule, if necessary, and apply it.

A child makes mistakes if at some point the connection between parts of the brain is interrupted, despite the fact that he has been preparing for the lesson all evening.

First of all, such phenomena are associated with a lag in speech and psycho-speech development in the preschool period:

started speaking later than his peers;
does not know how to play role-playing games;
has difficulty learning the rules of simple games, such as hide and seek;
speech is incoherent, incomprehensible;
there are difficulties in communicating with peers and adults;
the appearance of sounds does not correspond to the age norm.

If the child was seen by a speech therapist before entering school, special attention should be paid to the prevention of dysgraphia.

Why does dysgraphia develop?

Dysgraphia is a disorder of the written speech process that occurs due to unformed higher mental functions. As a result, the child is unable to master proper writing and language grammar. According to speech therapists, the causes of dysgraphia can be divided into several large groups.

Biological: central nervous system lesions, heredity, difficult pregnancy, birth trauma, severe infections, brain injuries.
Social and psychological: long stay in the hospital, pedagogical neglect, lack of communication, two or more languages are used in the family.
Environmental and social reasons: adults place too high demands on academic performance, the child was sent to school too early, methods are too harsh and the pace of learning is too fast.

Most often, dysgraphia develops in children with hearing or vision impairments; their brains cannot correctly analyze and synthesize information. According to statistics, dysgraphia is detected in almost a third of Russian primary schoolchildren.

The following signs indicate that a child has developed dysgraphia:

he makes mistakes even in cases where the choice of letter is obvious, for example, under stress;
misses one or more letters;
mixes similar sounds: vedka - branch, awkward - clumsy;
does not complete individual letters, syllables, endings: soba - dog;
rearranges syllables and letters: bubashka - babushka;
repeats similar-sounding letters: magazim - store;
writes some letters and numbers upside down, mirrored;
skips letters that are rarely used: ь, е, ъ;
writes sloppily, dirty, the lines dance, there are no margins;
does not know how to break words, does not leave spaces between words;
cannot determine the boundaries of a sentence, does not use periods or capital letters.

A speech therapist can make a diagnosis of dysgraphia, so do not ignore the teacher’s comments and requests to show the child to a specialist. The sooner you start the correction, the more successful it will be.

What should parents do?

According to psychologists, there are scientifically unsubstantiated reasons why a 5-year-old child speaks poorly.

A child should not be addicted to cartoons

Psychologists' point of view on speech development problems

Taking into account modern realities, it is worth paying attention to:

Early access to watching cartoons, educational programs on the Internet, and online games. Substitution of parental attention and care certainly affects the way children speak. The next point flows smoothly from this.
Excessive flow of information. Psychologists say that only from the age of three, children are allowed to use gadgets, but not more than 30 minutes a day.
Another reason is overexcitement. A child may be delayed in speech development due to excessive noise, continuous television or loud music.

For your information! It is worth paying attention to the duration and intensity of the melodies used to calm or lull children.

How to get into a speech therapy group in kindergarten

How to help a child with dysgraphia?

Be sure to see a speech therapist

He will conduct an interview, perform functional tests, refer you for functional diagnostics if necessary, and give you detailed recommendations on how to organize classes at school and at home.

Enroll your child in a sports section

Playing sports, like writing, requires the coordinated work of several parts of the brain at once. Sports games teach children to follow rules and interact with other children. Outdoor games are especially useful: thanks to deep breathing, the brain receives more oxygen than usual.

Develop fine motor skills

Modeling, drawing, putting together puzzles - any activity that requires small finger movements is suitable. Speech therapists advise buying pencils, pens, felt-tip pens with an unusual body surface, for example, raised dots, so that during writing and drawing, the inside of the palm and fingertips are continuously massaged, ensuring better blood flow to the speech center.

Massage your baby's head and neck

Use light massage movements to work on the cervical and occipital parts of the child’s head when he comes home from school. This will help relax tense neck muscles that compress blood vessels and improve local blood supply.

Study Russian additionally

Complete tasks to master vocabulary, grammar, correct spatial and auditory perception, and develop memory. A speech therapist will select the necessary manuals and albums with exercises for you. If you are working with a tutor, warn him that your child has dysgraphia, this will help him adjust the lesson so that it gives the best possible result.

Use unusual writing methods

Fountain pens, mechanical pencils, magnetic letters, plasticine, paints - non-standard accessories and methods will help the child better concentrate on the writing process. Exercises where, in order to write down a word, you need to make some effort, for example, using a coded alphabet, drawing, etc., help a lot.

Any classes aimed at correcting dysgraphia must be agreed upon with a speech therapist. If you have any questions, come for a consultation at our center, where competent specialists will provide comprehensive assistance to your child.

The child seems to be not stupid, but he still can’t learn to write correctly? Do you keep getting errors that are usually called typos? Besides, if he reads out loud, does he look like a little kid? Do not rush to blame the child; perhaps he needs the help of a specialist.

What is dysgraphia?

A child can be talented, smart and at the same time make stupid, from the point of view of parents and teachers, mistakes. In such cases, as a rule, parents accuse the child of inattention. And such reactions do not lead to anything good. The child may even refuse to write and may develop a negative attitude toward such a necessary subject as the “Russian language.” Therefore, before scolding a child, it is necessary to analyze his mistakes. If ridiculous mistakes and typos occur constantly, then in this case, the child should be taken to a specialist - a speech therapist. The fact is that the presence of persistent typing errors indicates that the child’s writing process is partially impaired - and this is dysgraphia. And it is possible that dysgraphia can only be corrected, but it is unlikely that it will be possible to achieve absolute literacy. This is the peculiarity of a child.

The cause of dysgraphia can be complications during childbirth or some illnesses that the child suffered in early childhood. In addition, dysgraphia can even be caused by bilingualism in the family or, for example, early learning of a foreign language.

But there are also reasons that seem completely unrelated to writing - for example, authoritarian upbringing. If a child is forcibly fed, clothed, in a word, constantly forced to do something against his will, then he gets used to resisting and transfers this habit to learning - he resists everything new.

It is also important how the child’s eye muscles are doing. If in infancy the mother entertained the baby with the help of cartoons, and he often (lying down or in some uncomfortable position) watched TV, then there is a possibility that the eye muscles have become accustomed to chaotic movement. As a result, already at school age it will be difficult for a child to follow the line when reading.

How to recognize dysgraphia?

First of all, carefully study your child’s notebooks, watch how he reads and writes. If a child has dysgraphia, he will often get stuck on one letter. For example: “A cat was walking behind the cat” (a cat was walking behind the house). Even with dysgraphia, children write letters ahead of time. For example: “Dod with a half umbrella” (under a blue umbrella). Also, dysgraphics omit letters, usually vowels: meat - “mso”, rearrange the pipe - “trukba”. Often children do not share the words: “the sun has risen.” Options for errors can be listed for a long time. The main sign of dysgraphia is that errors are persistent. In addition, dysgraphics have difficulty oriented in space and time. They are hyperactive, while their performance is reduced, fatigue is increased, memory is impaired, and there are difficulties in communication.

What should parents not do?

If a child has dysgraphia, then parents must, first of all, monitor their behavior, because it is not uncommon for parents to begin to inflict real torture on their child with teaching.

So, with dysgraphia you cannot:

2) Scold the child if he makes a mistake. There is no need to praise without reason either. The correct option is to remain calm and be confident in success, even if it means going a long way.

3) Try to correct all mistakes at once. For example, if the goal is to teach you to write correctly, then do not pay attention to ugly handwriting.

What parents need to do:

1) Take your child out into nature. The child will breathe fresh air and saturate the subcortex with oxygen.

2) Instead of boring exercises, use interesting and useful games. For example, in the well-known word game, when one player names a word, and the other comes up with his own word that begins with the last letter. If the child cannot understand which letter is the last, lay out words from letters (cubes cut out of paper). Another game is where a letter is drawn on the child’s hand or back, and he guesses and vice versa.

Denis Chernov

Why do some children write correctly from the first grade, while others make a huge number of mistakes in words where it is impossible to make a mistake? In the notebook we see, at first glance, incredible errors: omissions and rearrangements of letters and syllables, spelling and breaking of words together, children confuse sounds and letters that are similar in sound, pronunciation and spelling.

Russian language is one of the main subjects, the basis of general education. The most important task of a teacher is to develop in children the ability to meaningfully and competently express thoughts orally and in writing. School failure is caused by a number of internal and external factors, in particular, insufficient development of individual mental systems. This does not mean that the child has lower intelligence or that he is less capable than his peers. The reason for this phenomenon lies in the individual characteristics of brain development. The specificity of brain maturation, and therefore the formation of the psyche, lies in the heterochronicity of development, i.e. in the difference in the rates of maturation of individual structures. This feature of brain development leads to the fact that children entering school may have different degrees of maturity of mental processes. Therefore, it is necessary to take into account the correspondence of the pedagogical requirements presented to the child with his capabilities.

Recently, the number of children with learning difficulties has increased. Most underperforming schoolchildren have neurological symptoms that indicate problems in the nervous system. Such symptoms may include: disinhibition, hyperactivity, inability to control one’s behavior, disobedience, lack of attention, lack of concentration, fatigue, distractibility, deficiencies in speech development, as well as motor clumsiness, especially in fine movements of the hand. Such symptoms are known as minimal brain dysfunction. They appear only with increased stress on the nervous system, when the child begins to study at school. Minimal brain dysfunctions are based on physiological disorders, which may include pinpoint hemorrhages or disturbances in the activity of individual groups of brain cells. The cause of such deviations may be various injuries, complications of pregnancy, disturbances during childbirth, genetic predisposition, and the influence of the environmental situation. Speech disorders in primary schoolchildren are diverse in their manifestations. Some shortcomings concern only pronunciation, others affect the processes of phonemic development and are expressed in difficulties in sound analysis.

There are disorders that cover both the phonetic-phonemic and lexical-grammatical systems, which is expressed in general speech underdevelopment. Children experience difficulties in producing coherent independent statements. The vocabulary is limited, there is underdevelopment of the lexico-grammatical structure of speech, the functions of word formation and inflection are not sufficiently formed. Disadvantages of speech development in schoolchildren interfere with the assimilation of the semantic content of educational material and lead to the appearance of not only dysgraphic errors, but also to difficulties in mastering spelling. Dysgraphic errors are expressed in omissions and rearrangements of letters and syllables in words, in the replacement of some letters by others, in the “mirror” spelling of letters. Everyone makes mistakes, but children with dysgraphia make many mistakes; these mistakes are persistent and difficult to correct. The child masters oral speech independently, by imitation. Written speech is formed on the basis of oral speech in the learning process. The letter itself includes a number of special operations:

The written word must be heard correctly (good phonemic hearing is required). And, if a child, for example, during childbirth had even a slight hemorrhage in the temporal part of the brain, then it will be difficult for him to differentiate speech sounds (distinguish between voiced and voiceless consonants, soft and hard, whistling and hissing). . the letter (or syllable, or word) that is written must be pronounced by the child. To do this, the child’s oral speech should not have defects (violations in sound pronunciation). It is especially important to pronounce speech material in 1st grade, when the process of mastering written speech is underway.

Thus: “heard a word”, “spoke” - now the process of translating the phoneme into graphic signs - “letters”, taking into account the spatial arrangement of their elements. The child must remember and recognize the letter corresponding to the given sound. And all letters consist of a small number of identical elements. Children with disorders of optical-spatial gnosis, visual-spatial memory, and optical-spatial representations will have errors in writing similar letters (for example, “P” - “N”, “i” - “u”).

Now the letter must be written down, i.e. “motility” is activated - the movement of the hand and fingers. This process is very complicated, because... includes two more functions: - kinesthetic sensations (sensations in space); - kinetic sensations (sensations in time). When the activity of the parietal parts of the brain is disrupted, a wide variety of handwriting disorders and the placement of letters outside the line occur.

For the normal flow of the writing process, central language analysis and synthesis is necessary, i.e. it is necessary to determine the order of sounds or syllables in a word, the place of a sound (letter) in a word (positional analysis), and the number of sounds in a word. If this function is not formed in the child, then the following types of errors will be observed: - omission of vowels and consonants; - rearrangement of syllables in a word; - adding letters or syllables; - missing word endings; - continuous spelling of words, prepositions with words.

The child’s brain is very receptive and plastic, therefore, if a violation occurs somewhere, then compensatory capabilities must be developed. That is, to purposefully develop in a child those mental functions that are necessary for normal mastery of the writing process: differentiated auditory perception, spatial representations, visual analysis and synthesis, correct defects in oral speech, enrich vocabulary, and take care of the correct formation of the grammatical structure of speech. Any pedagogical process is always a two-way process. His success depends equally on both the teacher and the student. At the same time, teaching and making him want to learn is the main concern of adults.

In conclusion...we are all different and each fit into this world differently. The child does not have our life experience; he is just beginning to learn to live in society. And therefore, happy is that child, the teachers whose mentors they are looking for trample for him the only path that will lead him to his goal. This is a difficult path for any teacher, but its result is the health, success of the child, his future.

According to statistics, 70% of schoolchildren make one or another mistake in writing. What is this - widespread illiteracy? Are teachers really not able to teach everyone to write correctly?

If a child makes mistakes

, parents force me to cram the rules and rewrite each text an infinite number of times. As a result, for some reason, the number of errors, on the contrary, increases. And the schoolboy begins to hate Russian language lessons.

Previously, such children were considered quitters, fools, and not amenable to standard training. The teachers gave up on them, gave them “stretched” C grades and periodically left them for the second year.

Now such children are diagnosed with... According to statistics, the number of children with dysgraphia among primary schoolchildren in Russia is 30%!

With dysgraphia, a child, oddly enough, knows the rules of the Russian language very well, but when writing, he cannot apply them. Paradox. How is this possible?

Let's see what a child must do to write without errors.

First, isolate the desired sound from the word. Then remember which letter represents this sound. Then imagine what this letter looks like, how its elements are located in space. After this, the brain “gives a command” to the hand, which performs the correct movements with a ballpoint pen. At the same time, the student must remember which rule needs to be applied in writing at this moment.

As you can see, writing is a complex process in which the entire brain is involved: the frontal, temporal, parietal and occipital lobes. More precisely, in the process of writing, one part of the brain transmits the necessary impulses to the next part, and so on along the chain. If at some stage an obstacle occurs, the process is interrupted, the impulse goes along the wrong path, and the child begins to write with errors.

This means that we must teach the brain to write, and the child’s brain must be ready for this learning.

Conditions necessary for the correct and timely development of speech

What to do if a 5-year-old child speaks poorly, and is there any treatment? A proper consultation with a specialist will help. It is also necessary to take into account all conditions when solving this problem.

Productive communication

These are communication methods that involve the child expressing his own coherent thoughts. These include:

retelling in your own words;
various creative tasks and conversations;
telling short stories while looking at pictures.

Communication with adults and peers in preschool age.

The speech of parents and the rest of the child’s environment should be rich and rich, grammatically correct and with clear pronunciation. It is important for preschool children to communicate with their peers, during which they exchange impressions and mutual assistance to each other. This encourages the child to talk.

Sharing information with peers is important

Games for communication

For example, playing with toys, short performances. Joint activities have a positive effect on the development of communication between preschoolers and adults.

For your information! Games that develop fine motor skills give good results.

The child is asked to show a finger or make some gesture. Do not neglect singing, learning rhymes and articulation exercises.

The most common children's trick is to teach the child how to blow, for example, blowing out a candle or blowing soap bubbles. A variety of games with communication will also not be superfluous.

There is no doubt that communication difficulties in 5-year-old children are not a feature; everything possible must be done to avoid this problem. You should not rely on a person with a magic cure that will help your child talk. It is extremely important from the very beginning to take a comprehensive approach to the upbringing and development of children, devote time to this, study information, and not wait for the point of no return.

How to determine if a child has dysgraphia

Or does he just not know the rules well?

Let's look at the student's notebook. The following types of errors indicate:

1. Errors in stressed syllables, for example, “joy” instead of “joy”. 2. Skipping letters. 3. Failure to complete words and letters. For example, “staka...” instead of “stakaN” 4. Rearrangement of syllables. For example, “yabkolo” instead of “apple”. 5. Repeating the same letter. For example, “MagaziM” instead of “shop”. 6. The letters “b”, “c”, “e”, “z”, the numbers “4”, “3”, “5” are turned to the other side (mirror writing). 7. Forgetting and skipping rarely encountered letters (“ъ” and “е”).

And finally, “sloppiness” in the notebook:

8. The child “does not notice” the margin and continues to write to the very edge of the notebook. 9. “Moves out” from the lines towards the end of the sentence. 10. Translates words at random. 11. Often does not leave spaces between words. 12. Does not notice the end of the sentence, does not put periods, and continues to write the next one with a small letter.