From the author: in simple language about who needs a neuropsychologist and why. Parents often come to me for advice, whose children, primary schoolchildren, despite frequent and long-term lessons with teachers , tutors, fall behind in basic subjects. Parents ask the same question - WHY do we study so much to no avail? Why does he know all the rules, but cannot apply them? Using the example of two different children, I will try to show how the neuropsychological approach differs from classical training. And why exactly neuropsychological correction helps where school cannot help. Petya and Mitya. Both are in 2nd grade. Both have difficulties with reading, writing and mathematics. It would seem that the school has one program, which means that if the teacher simply works more with each of them according to this program, and if the parents study with them at home, then the children will reach the so-called norm. But no. Reading and writing, as well as counting and problem solving, appear to be impaired in different ways in these boys. And the classical approach, when they recommend reading, writing and counting more, does not help fully. What teachers complain about: Petya reads slowly, confuses letters, and switches syllables. When writing, his line crawls, and sometimes the letters “mirror” (turn over). It’s a real problem with counting - if he still counts within ten, then when moving through the rank he forgets what to do - add or subtract. Example 12-5 = __ solves like this: 12-2 = 10, 3 left. He thinks whether to subtract or add, while he thinks, he forgets the example itself. And it starts giving wrong answers. He has poor orientation in the notebook cells and forgets where and how long to retreat. He can’t remember the days of the week and confuses the months... At the same time, Petya diligently completes all his homework and studies extra...Mitya reads quickly, but makes many mistakes. Doesn't finish reading, misses letters. The letter contains a lot of completely stupid mistakes, omissions, and extra letters. The teacher asks: “Mitya, how should you write zhi-shi?” “Through I,” Mitya answers and at the same time writes the word mice in his notebook.” And the teacher also complains that when Mitya writes words where the letters m and l are next to each other, he puts in extra elements, and the word soap can look like soap or Mishina he will write like Mishishina. Another complaint from the teacher - Mitya first answers, and then thinks. He can solve problems perfectly if an adult is standing over him. But he could solve it on his own, the guy is not stupid, but he’s starting to solve it, but he’s not. Having properly read the conditions of the problem, he will put the wrong number, or confuse the + and - signs. And this is not the entire list of difficulties that these children encounter. What does neuropsychology have to do with it? During a neuropsychological diagnosis, a specialist determines the very neuropsychological factor that lies behind it. at the heart of various problems. All of Petya’s symptoms indicate that his spatial factor is impaired. That is, we assume that he has dysfunction of the parietal-temporo-occipital region, and mainly of the right hemisphere. Because all the difficulties he described are somehow related to space. And the mirroring of letters, and the difficulty of moving through the category, and the inability to navigate the calendar, and confusion in notebook cells - all these different symptoms have one root: a violation of spatial orientation. Mitya’s regulatory factor is impaired. That is, he has insufficient formation of the frontal lobes of the brain. Such children are precisely what are called smart, but inattentive, absent-minded, uncollected... They quickly get bored with everything, quickly lose interest in everything. They are often not interested in studying at all, and have zero motivation. The task of composing a story from pictures causes great difficulties. Can't start a story, doesn't understand the sequence. And all his seemingly different learning difficulties have one common factor - the factor of self-regulation, programming one’s own.