Development of auditory-speech memory in children with motor alalia using a neuropsychological approach

Abstract

The article describes the stages aimed at improving auditory attention and auditory-speech memory in preschool children with motor alalia using a neuropsychological approach. The author considers the concept of "game pedagogical technologies" and justifies the use of these methods to create materials for correctional speech therapy work to improve auditory and speech memory in older preschoolers with motor alalia, which was confirmed by an analysis of literary sources. The study revealed that underdevelopment of auditory-speech memory occupies an important place among non-speech disorders in the structure of mental processes in children with motor alalia. The characteristics of auditory memory in children with motor alalia include unformed skills of arbitrary auditory attention and impaired ability to maintain a sequence of verbal instructions; insufficiently formed memorization techniques; reduced volume of short-term auditory memory; reduced volume of long-term auditory memory; reduced volume of semantic auditory memory. When planning the correctional process for the development of auditory-speech memory, it is necessary to comprehensively overcome all the above deviations.