Елена Рыбакова – What teaches dysgraphia (страница 7)

It is noteworthy that in quantitative terms this feature of speech development as a whole is not too different in families of more educated and intelligent people from those who come from families with secondary educational interests.

Variations in the degree of expression can be significant (from 30% to 55% of children in the class, with marked signs of an extended development of the dictionary). But these fluctuations do not have a strict dependence on the characteristics of intellectual development, active verbal practice and the interests of children. As for the correlation of the results of the study of the advancement of the verbal component of the intellect of “reading” and “unread” children (that is, those who enjoy reading a broader plan and different levels of complexity – and avoiding this occupation), then our activists do not note the pronounced dependence of this phenomenon on conscious intellectual activity, although qualitatively, of course, the results are predictable: wider coverage of conceptual strata, higher spelling sensitivity, more dynamic logistic potential, or rather, grammatical structuring.

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