Visual-verbal functions in elementary 
school children: a comparative study

The article examines the structure of visual-verbal functions in primary school children enrolled in general education institutions. The relevance of the research is due to the crucial role of visual-verbal processes in the development of reading, writing, and other academic skills. The main part of the article gives the concept of visual and verbal functions, presents an analysis of modern domestic and foreign studies of visual and verbal functions of primary school children, neuropsychological aspects of the formation of visual and verbal connections, the specifics of visual and verbal functions in children with delayed development. A comparative analysis of the development of visuospatial and visuomotor abilities in younger students was conducted. Typical difficulties associated with the formation of visual-verbal functions were identified, and key directions for psychological and pedagogical support were outlined. The results obtained can be used in the practice of school psychologists, special education teachers, and educators for early diagnosis and correction of visual-verbal function disorders.