SPECIFICITY OF INDIVIDUAL APPROACH TO STUDENTS WITH LOW WRITING AND READING ABILITIES

Abstract

Writing and reading are one of the important means of teaching foreign speech, an important initial stage in the development of productive communicative activity. But, unfortunately, for improving those skills was given secondary importance for a very long time. Writing was only a means of teaching other types of speech activity, a means that allowed students to better understand language material. In addition, writing was used as a means of monitoring the formation of speech and student skills. And only in schools with in-depth study of a foreign language did the program include the mastery of written language by students. In this article we described issues related to specificity of individual approach to students with low writing and reading abilities