Educational and Professional Communication: Pilot Study of Difficulties in Written Speech of Students-Defectologists



The article is devoted to the study of difficulties in the written speech of students-defectologists in the process of developing educational and professional communication. A brief review of the re-search of written-speech communication in the professional sphere and the difficulties that arise in the application of spelling rules, understanding of what is written, and the use of time, visual, and spatial reference points is made. The results of a pilot empirical study of difficulties in writing on an online sample of first-year student volunteers (N=109) of 6 boys and 103 girls aged 17 to 20 years are presented. The respondents answered the semi-closed questions of the questionnaire. Two groups of difficulties in writing were identified based on content analysis and expert assessment. The results indicate difficulties in writing, associated with the features of the processes of reading, writing: 20.2% have difficulties with spelling, 40.4% do not notice their mistakes in writing, 37.6% read longer than others, 11% have difficulties in determining dates and times. The selected empirical data substantiate the two groups of difficulties obtained in the pilot study for students-defectologists, which prevent them from building educational and professional communication, learning academic writing at the level of higher education.

General Information

Keywords: educational and professional communication, written speech, writing difficulties, higher education, students, dyslexia

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article


For citation: Sunko T.Y. Educational and Professional Communication: Pilot Study of Difficulties in Written Speech of Students-Defectologists [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2021. Vol. 18, no. 1, pp. 81–89. DOI: 10.17759/bppe.2021180109. (In Russ., аbstr. in Engl.)


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Information About the Authors

Tatyana Y. Sunko, PhD in Education, Associate Professor of the Chair of Special (Defectological) Education of the Faculty of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:



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