Features of short term memory of students with dysorthography and with standard speech development

The article presents a quantitative and qualitative analysis of the experimental data about the state of mental operations of different modalities of 2nd - 4th grades students with dysorthography and their peers without speech development disorders. The research reveals that they have different opportunities to learn traditional, phonemic and morphological principles of Russian spelling. Children with dysorthography, unlike their peers, demonstrated disadvantages of saving, processing and actualization of stimulus material, destructiveness of their interiorization. Registration of the leading modality status allows to specify the speech pathology structure and to determine the content of differentiated speech therapy assistance.