METHODOLOGICAL CONVERGENCE IN THE DIAGNOSIS OF WRITTEN LANGUAGE DISORDERS NEUROPSYCHOLOGICAL AND DIGITAL ASPECTS

Abstract

This article presents a comprehensive analysis of current approaches to identifying risks of written language disorders, particularly dysgraphia and dyslexia, in children. The relevance of this study stems from the need to transition from descriptive to predictive diagnosis of latent predictors of language disorders in the early stages of ontogenesis. The article justifies the feasibility of methodological convergence, which involves the integration of traditional speech therapy tests with neuropsychological tools and innovative digital technologies. Research methods include a systematic analysis of scientific and methodological literature, as well as the comparison and synthesis of data from leading scientometric databases (Google Scholar, Academia, ResearchGate). The main assessment methods have been identified, including phonemic hearing tests, cognitive function testing, and analysis of speech motor skills. It has been demonstrated that a neuropsychological approach allows for the verification of underlying cognitive deficits (impairments in visuospatial gnosis, verbal memory, and interhemispheric interaction), which constitute the etiological basis of writing and reading disorders. The effectiveness of implementing digital tools (the Phonological Awareness Skills Program, Earobics, Praat, the Speech Blubs app, and AI technologies) has been analyzed; these tools ensure high accuracy in processing results, minimize the subjective factor, and increase the child’s motivation through a game-based format. The importance of interdisciplinary collaboration among speech-language pathologists, psychologists, and neuropsychologists for developing individualized intervention strategies is emphasized. Finally, it is noted that the combination of traditional and digital methods is a key factor in the effective prophylaxis of speech dysontogenesis. The prospects for further research in the development of integrated SMART methodologies for screening and remediation of disorders within an inclusive educational environment are substantiated.