The re­se­arch aim is to re­ve­al di­ag­nos­tics pos­si­bi­li­ti­es of in­comple­te­ness of sub­seq­uent vis­ual scan­ning and ho­lis­tic stra­tegy of an iden­ti­fi­ca­ti­on of the vis­ual cu­es af­fec­ted on suc­cessful children re­ading skills for­ma­ti­on.

Met­hods. Whi­le wor­king out the di­ag­nos­tic met­ho­do­logy of de­te­ri­ora­ti­on of re­ading skills (dysle­xia), the aut­hor re­li­es on the on­to­ge­ne­tic prin­cip­les (from simple to compli­ca­ted), in­teg­rity, system appro­ach and fun­da­men­tal prin­cip­les on com­mon prin­cip­les of spe­ech de­ve­lop­ment (B. G. Anan’ev, L. I. Bel­ja­ko­va, N. I. Zhin­kin, A. A. Le­ont’ev, T. N. Us­ha­ko­va). Be­si­des the prin­cip­les of spe­ci­fic pe­da­go­gics, the aut­hor uses ge­ne­ral pe­da­go­gi­cal prin­cip­les as pre­sen­ta­ti­on, ac­ces­si­bi­lity, consci­ous­ness, concre­te­nes­ses, an in­di­vid­ual appro­ach, sta­ge-by-sta­ge skills for­ma­ti­on, etc. The met­hods of di­rect appli­ca­ti­on on de­fec­ti­ve ac­ti­vity and di­dac­tic in­for­ma­ti­on (se­lec­ti­on and ar­ran­ge­ment are con­si­de­red).

Re­sults. The aut­hor spe­ci­fi­es the cha­rac­te­ris­tics of vis­ual per­cep­ti­on af­fec­ted on suc­cessful re­ading skills ac­qui­re­ment of scho­olchildren du­ring the pe­ri­od of pri­mary edu­ca­ti­on due to the de­tec­ti­on of sup­po­si­ti­ons to de­te­ri­ora­ti­on of the­ir re­ading skills (dysle­xia) and gra­ded-cor­rec­ti­onal ef­fect on them. The types of vis­ual scan­ning or se­arch such as con­sis­tent fi­eld of ga­ze fi­xa­ti­on from left to right and the cha­otic se­arch pre­sen­ted with «spas­mo­dic» re­tur­nab­le eye mo­ve­ments. Ad­di­ti­onally, the stra­te­gi­es of a vis­ual iden­ti­fi­ca­ti­on are de­fi­ned: ho­lis­tic (a comple­te iden­ti­fi­ca­ti­on of hi­erarchi­cally or­ga­ni­sed vis­ual cu­es) and analyti­cal (ele­ment-by-ele­ment re­cog­ni­ti­on). It is pro­ved that in the co­ur­se of tra­ining to re­ading children grad­ually go over from cha­otic to the con­se­cu­ti­ve se­arch ne­ces­sary for right-hand vis­ual scan­ning of the text; and from analyti­cal stra­tegy to ho­lis­tic. Re­tar­da­ti­on of vis­ual per­cep­ti­on de­ve­lop­ment (shown in ab­sen­ce of the gi­ven tran­si­ti­on) cau­ses oc­cur­ren­ce of dysle­xia.

Sci­en­ti­fic no­velty. The aut­hor pre­sents own de­ve­lo­ped and tes­ted di­ag­nos­tic met­ho­do­logy that al­lows fin­ding out an un­derlying risk for dysle­xia emer­gen­ce; it is re­la­ted to cha­otic vis­ual se­arch and analyti­cal stra­tegy of an iden­ti­fi­ca­ti­on of prin­ted cha­rac­ters. The tra­di­ti­onal met­hod of co­ping with the re­ading skills de­fect is up­da­ted with new met­hods and techniq­ues of cor­rec­ti­onal ac­ti­ons which are di­rec­ted at vis­ual per­cep­ti­on impro­ve­ment.

Prac­ti­cal sig­ni­fi­can­ce. Pro­po­sed di­ag­nos­tic met­hods can be used by spe­ech the­ra­pists or spe­ech-lan­gua­ge pat­ho­lo­gists of ge­ne­ral edu­ca­ti­on insti­tu­ti­ons for early de­tec­ti­on and war­ning of the re­ading skills de­fect.

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