| Summary: | The relevance of the research is due to the lack of theoretical understanding of the learning process transformation of elementary school children with writing and reading disorders (dysgraphia and dyslexia) in the context of the digitalization of the education system. The article provides an extended analysis of data on the potential impact of the intensification of the introduction of digital technologies on the communicative development of students aged 8-10 years. The prevalence of dysgraphia and dyslexia among elementary school children in various countries of the world was looked upon. The scientific novelty of the article lies in the systematization of the research results of domestic and foreign authors studying the issues of understanding the structure, prevention, and overcoming of dysgraphia and dyslexia from the point of view of a targeted complex interdisciplinary approach, including neurological, neuropsychological aspects and basic speech therapy methods of speech therapy for diagnostics and correction of writing and reading disorders in conditions of digitalization of education.
The study of the vectors of modern approaches to the neuropsychological classification of writing and reading disorders leads to the conclusion that the use of a targeted integrated interdisciplinary approach in the context of digitalization of education allows us to consider all the criteria that are significant for drawing up effective correctional programs for overcoming dysgraphia and dyslexia. These are such criteria as age and psychological characteristics of the personality of students aged 8-10 years, the peculiarities of self-determination, and the value system of schoolchildren of the “digital” generation, communicative, cognitive, neuropsychic characteristics of students with dysgraphia and dyslexia.
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