Neuropsychological Aspects of Dysorthography
The article covers the findings of the comparative combined neuropsychological and logopedic study of 150 comprehensive school children studying in the third grade. Some of the children experienced persistent difficulties in acquiring orthography skills. To determine to what extent spelling errors are attributed to ill-formed morphofunctional cerebral systems the authors adopted several forms of statistical analysis. It was discovered that a number of aspects of brain function, as well as the range of functional indicators correlating with spelling errors, differ in children with higher and lower level of orthography (spelling) competence, difference being especially evident in boys. All types of spelling errors demonstrated correlation with decreased level of program activity organization.