V.L. Efimova – Ph.D. (Ped.), Principal Director of Scientific Research “Prognoz” Group Neruological Clinics (Saint-Petersburg)
At present, the analysis of the causes of learning difficulties in children is not always carried out correctly, most often they are сconsidered by teachers and parents as a result of the child's lack of discipline or intellectual disorders. Difficulties in teaching schoolchildren are often accompanied by an inability to meet the environmental constraints associated with the time factor. Younger schoolchildren with neurological dysfunctions, as a rule, are unsuccessful in the class while reading and writing "for speed".
The hypothesis that the dysfunctions of brain processing of sensorimotor information in a short time interval can be the cause of dyslexia (a violation of reading) is discussed in the literature (Habib, 2000), in our opinion it is the most promising. To explain the mechanisms of reading disorders, the term "dyschronia" was proposed (Llinás, 1993). However, the mismatch of sensory and motor processes at different levels of the central nervous system, which is the basis of dyschronia, has a negative impact not only on the ability to learn reading, it interferes with the full development of the motor skills necessary for mobile games, sports and in general for a full life (Efimova, 2014). Using the RWS-test for the system of digital post-printing "Balance Master", the state of sensorimotor integration in schoolchildren with learning difficulties was studied. Initially, it was found that the subjects were at a loss in the simultaneous control of the speed and direction of movements. Then the children were trained in performing the RWS-test daily for 14 days. The children of the experimental group also completed the training. A re-examination revealed that complex training is more effective than training in the performance of the test. The purpose of this study was to find objective psychophysiological factors reducing the ability of children to learn.
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- Efimova V.L., Nikolaev I.V., Zartor A.S. Ispol'zovanie posturograficheskoj oczenki v proczesse organizaczii pedagogicheskoj pomoshhi detyam s trudnostyami v obuchenii // Sensorny'e sistemy'. 2014. T. 28. № 3. S. 45–51.
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- Efimova V.L., Nejman M.A. Rabota s ritmom v sisteme pedagogicheskogo soprovozhdeniya detej, imeyushhix uchebny'e zatrudneniya // Global'ny'j nauchny'j potenczial. 2015. № 5(50). S. 10–16.