(From Greek absence of writing) – a specific partial impairment in writing, characterized by persistent, systematic and frequent errors in writing that are difficult to correct. When writing, ( sword, summer – lie down, run. Distinctive letter replacements, omissions and rearrangements of letters and syllables, as well as word merges and grammatical rules are observed. The basis of dysgraphia . In children it is usually late oral speech in particular, late phonetic hearing and undeveloped skills for sound analysis, which hinders mastery of the phonetic structure (sound) of words. There are several classifications of dysgraphia. In Russian speech therapy, R. Lalaeva’s (1997) classification is the most common, characterizing the phonetic pronunciation of dysgraphia. , Where (errors in children’s writing appear as confusion and omission of letters), on the basis of a disorder in phonetic recognition (in children’s writing, this manifests itself in the form of mixing or even complete replacement of letters), due to a disorder in the analysis and structure of language (manifested in writing through distortion of the structure of words and sentences), grammatical . (Writing manifests itself through deficiencies in semantic and grammatical connections between sentences; morphological word structure distortions; deficiencies in word concord; abnormalities in sentence structures and case; omission of sentence elements, etc.), visual dysgraphia (manifested in writing by graphically similar letter substitution, distortions in letter writing, and mirror writing).

Sirotyuk (2003), Based on the research of neuropsychologists, Distinguish three main types of dysgraphia:

1) dysphagia (motor and sensory), which occurs in the syndrome of various forms of disorders;

2) Non-verbal dysphagia (cognitive) – occurs in cognitive disorders syndrome: visual, spatial and optospatial;

3) Dysgraphia as a deficiency (or retardation) in purposeful behavior, its organization and control and retardation of motivation.