NEUROPSYCHOLOGICAL FOUNDATIONS OF SPEECH DEVELOPMENT IN PRESCHOOL CHILDREN WITH ALALIA

Abstract

Alalia in preschool children is characterized by a primary impairment of speech production and/or comprehension that cannot be explained by peripheral hearing loss or intellectual disability. From a neuropsychological perspective, alalia reflects insufficiencies in functional brain systems that support auditory–phonological processing, articulatory praxis, verbal working memory, and the regulatory control of attention and executive functions. This article synthesizes a systems view grounded in developmental neuropsychology to explain how speech emerges from the coordinated activity of cortical–subcortical networks and why targeted intervention must address more than isolated sound errors. Drawing on the principles of Lurian functional systems, working memory models, and contemporary developmental linguistics, the paper details assessment strategies and therapy implications that prioritize dynamic testing, cueing hierarchies, rhythmic–prosodic scaffolds, and parent-mediated language enrichment. Evidence-informed recommendations emphasize integrating phonological contrast work with praxis training, strengthening verbal short-term memory, and using augmentative supports to sustain participation while oral language develops. The proposed framework links neural mechanisms to observable communicative outcomes, offering a coherent rationale for individualized treatment planning in early childhood.