Concerning the ability of students with dysorthography and their peers without writing disorder to determine the correctness of word utterance enunciated by an experimenter

The required mastering of phonemic and morphologic spelling principles is ensured by the high level of speech and psychophysiological functions development. The incorrect word stress is determined by the insufficient maturity of ideas about the stress, its climax function and mobility degree. The experimental study has shown that the junior schoolchildren with dysorthography find it difficult to define correctness and incorrectness of word pronunciation, enunciated by an experimenter, and cannot recognize the common usual errors. The mentioned students have no developed ideas about the diverse word stress, its functions and types, about ways and means of word stressing, about stress models of words of high and low frequency vocabulary belonging to various speech styles, and about pronunciation rules. Some schoolchildren with normal speech development showed mild imperfections in highlighting the strength, length and timbre of stressed syllables in words of low frequency vocabulary.