THE ROLE OF POETRY MEMORIZATION IN THE DEVELOPMENT OF AUDITORY MEMORY IN YOUNG CHILDREN WITH INTELLECTUAL DISABILITIES
Abstract. This article presents a structured poetry memorization program developed for the diagnosis, analysis, and correction of auditory memory in children with intellectual disabilities. Auditory memory plays a crucial role in the development of speech skills, mastery of the curriculum, and the enhancement of other cognitive functions. Poetry memorization can serve as an effective tool for children with intellectual disabilities, supporting auditory memory development and improving the ability to perceive and retain spoken information. The mechanism behind learning poetry lies in its rhythmic and rhymed structure, which facilitates information processing and retention. Memorizing poems not only strengthens memory but also activates additional neuropsychological processes, such as attention, phonemic perception, and motor skills. The study involved 50 children aged 6 to 10 with intellectual disabilities, divided into an observation group (25 children) and an experimental group (25 children). Auditory memory was assessed before and after the experiment, and the analysis of results is presented in this article.
Keywords: children with intellectual disabilities, auditory memory, poetry memorization method, diagnostic methods, corrective work.
