NEUROPSYCHOLOGICAL CORRECTION OF DYSLEXIA IN CHILDREN OF PRIMARY AGE

Abstract

The article deals modern methods of neuropsychological correction of dyslexia in preschool children using modern software systems. The main aspects of detecting dyslexia in preschool children are considered, and attention is drawn to the fact that phonological difficulties, which can be identified already at this stage, if left without proper attention, threaten the ability to learn effectively, develop speech and increase the cognitive level. It is noted that the problems associated with the analysis of the prerequisites for the formation of reading and writing skills in preschool age have not been sufficiently studied, and in practice, the potential of modern methods and approaches that could be used in combination with traditional methods of prevention and overcoming dyslexia. The paper presents the results of a study of the effectiveness of using the FastForWord software complex in preparation for teaching reading to preschool children with a tendency to dyslexia. After a set of classes using this program, they turned out to be more prepared for learning to read: the indicators of positive changes in overcoming the tendency to dyslexia and readiness to learn to read were statistically significant. It is concluded that the use of the FastForWord program in older preschool children helps to effectively overcome the tendency to dyslexia in at-risk children by correcting the speech center and improving the functions on which mastering the reading skill depends. To improve the result, it is necessary to conduct additional classes on the development of coherent speech in the native language. The research results can be used in practical work on the prevention and neuropsychological correction of dyslexia in preschool children.