Нейропсихологический подход в коррекции речевой слуховой агнозии у детей дошкольного возраста

Abstract

The study aims to substantiate the relevance of using a neuropsychological approach in the formation of auditory gnosis in preschool children with speech disorders in modern speech therapy practice. The paper summarises the results of Russian research in the field of neuroscience on the structure and functioning of brain systems that ensure the perception and implementation of speech activities; determines the goals, objectives, stages of a pedagogical experimental work to overcome speech auditory agnosia in preschool age. The authors analysed the ontogenesis and symptoms of auditory gnosis disorders in children, justified the need to overcome these disorders in preschool age in game activities. The scientific novelty of the study lies in the fact that the relationship between auditory disorders and the main modern causes of systemic speech disorders in preschool children has been determined, the use of a neuropsychological approach in auditory gnosis formation has been tested, which is reflected in the authors’ complex of special speech therapy games. The multifunctionality of the games of this complex is realised in the normalisation of auditory gnosis simultaneously with finger and articulatory praxis, which increases the effectiveness of corrective action. The results of the experimental work convincingly prove the effectiveness of a neuropsychological approach in the correction of speech auditory agnosia in preschool children.