COGNITIVE UNDERDETERMINATION OF GRAPHOMOTOR SKILLS AND ORTHOGRAPHIC LITERACY: NEUROLINGUISTIC ANALYSIS OF WRITING IN PROFESSIONAL PRE-HIGHER EDUCATION STUDENTS
DOI:
https://doi.org/10.32782/3041-2021/2026-1-16Keywords:
graphomotor skills, orthographic literacy, neurolinguistic analysis, professional pre-higher education, cognitive loadAbstract
The article investigates the cognitive mechanisms of the relationship between the level of graphomotor skills and the quality of spelling in students of professional pre-higher education. The article examines the neurolinguistic aspects of writing as a complex multi-component process, where the technical implementation of the grapheme directly affects the cognitive resource necessary for the actualization of spelling norms. It is established that insufficient automation of motor acts leads to overload of working memory, which provokes specific errors even with knowledge of theoretical rules. The features of students’ speech training in the context of professional orientation are determined. The need for diagnostics of the graphomotor base as a prerequisite for improving general literacy is substantiated.
The research further emphasizes the role of cognitive coordination between linguistic, perceptual, and motor processes in written activity. Typical orthographic errors associated with insufficient automation of graphomotor actions are analyzed, and their relationship with writing speed and the level of attentional concentration is determined. The findings indicate that the development of graphomotor proficiency contributes to a more efficient distribution of cognitive resources, thereby improving the accuracy of orthographic rule application. The article also outlines the prospects for implementing specially designed exercises and methodological approaches aimed at developing graphomotor skills within the system of students’ language training. The integration of such exercises into the educational process is considered an effective means of fostering stable writing literacy and enhancing the overall language competence of future professionals.
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