The experience of using a semi-global method of teaching reading in preschoolers 5-6 years old with para-mental total speech underdevelopment

The article reveals an innovative approach to teaching reading skills in children with para-mental total speech underdevelopment through implicit learning in a semi-global way, which facilitates the skill of syllabic speech, accelerates the automation of the syllable as an integral unit, and also develops speech mental functions that contribute to the formation of this skill in children with total speech underdevelopment.