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слухоречевых функций. Они делали больше фиксаций и с большей длительностью, чем лучше читающие дети. Качественный анализ чтения двух детей с дислексией и двух детей с избирательным развитием сублексической/ лексической стратегии чтения позволил описать особенности чтения у детей со слабостью одной или обеих стратегий. Выводы. Полученные в исследовании результаты, с одной стороны, показывают общую взаимосвязь особенностей освоения чтения и состояния отдельных когнитивных функций детей, а с другой-говорят об отсутствии жесткой детерминации уровня развития чтения состоянием когнитивных функций. Ключевые слова: чтение, стратегии чтения, дислексия, младшие школьники, движение глаз, нейропсихология, когнитивные функции. Благодарности: Работа выполнена при поддержке РФФИ (проект №16-06-00374). Авторы выражают признательность О.А. Величенковой, И.С. Новичковой и Е.В. Рыбчинской за помощь в работе.

Background. The background of the present study includes analysis of the understanding of active and passive grammatical constructions (GCs) in Russianspeaking aphasic patients and in children aged 3, 4 and 5 years (Akhutina, 1989; Akhutina, Velichkovskiy, & Kempe, 1988). Data regarding the reorganization of the children's strategies are further compared to GC understanding in children speaking different languages, and their interpretations. Objective. To analyze the variable mechanisms of understanding of rever sible GCs in primary-school-age children, namely, to reveal individual differences in reliance on word order or case endings. Design. Ninety-three first-graders, 93 second-graders, and 63 third-graders underwent a neuropsychological assessment and computer-based sentence-topicture test of their understanding of reversible GCs of active/passive voice with direct/reverse word order. The "productivity" of understanding GCs (percent of correct responses) was analyzed through cluster analysis. Results. The cluster analysis divided the children into four clusters. Cluster 1 consisted of eight children with low productivity, who were excluded from further analysis. Cluster 2 was characterized by low productivity in passive direct constructions (Group 1); Cluster 3 comprised children who had low productivity in passive reverse sentences (Group 2). Cluster 4 included children with good understanding of all GCs (Group 3). Between-group differences in productivity and time of correct responses in GCs, as well as neuropsychological indexes, were revealed. Conclusion. The results are consistent with the following hypotheses: (a) Group 1 relies on the rule "The first noun is the agent", whereas the other two groups use morphological marking; (b) Group 1 is the weakest neuropsychologically, and syntactic understanding processes involve a more diffuse activation of the brain in this group, compared to more successful children; (c) changes in response times from the first to the second grade are under the influence of cerebral changes induced by reading acquisition.

The aim of this project is an investigation of the state of cognitive functions in older preschool and primary-school-age children. At this age, there is a considerable development and maturation of various components of cognitive functions, and large individual variability of their condition is observed. In the article, we tried to divide a large sample of children with normative development into groups with different neuropsychological profiles according to the strengths and weaknesses of various components of cognitive functions. A sample of 484 children between the ages of 6 and 9 years old underwent a Lurian face-to-face neuropsychological examination and the computerized neuropsychological assessment. In each of the tests, key parameters were identified to evaluate three groups of cognitive functions: executive functions, visual-spatial information processing, auditory information processing. Then a cluster analysis was carried out, which allowed us to identify five groups of subjects: children with a high level of cognitive functions; children with executive function weakness; children with low auditory information processing; children with low visual-spatial information processing; children with a low level of cognitive functions. With the help of other complex neuropsychological tests, we verified this division into groups. The data obtained confirm the idea of uneven development of cognitive functions in children aged 6–9 years with normative development. These results can be used in further research of theoretical issues of cognitive development, and for practical purposes in neuropsychologist correction.

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