L. S. Tsvetkova emphasized the importance of developing structured training programs based on a gradual increase in complexity and aimed at strengthening basic psychocognitive functions that support the development of speech and writing, including attention, memory and perception. This concept is based on the idea that the treatment of speech and writing disorders cannot be limited to direct intervention in reading and writing skills, but should be based on the gradual training of basic mental functions that represent the neuropsychological basis of these skills. Systematic learning involves the development of sequential programs that begin with the use of simple functions (for example, distinguishing sounds or letters) and gradually move on to more complex tasks (for example, composing sentences or writing texts). This model helps the brain reorganize its functional networks through repetition and reinforcement, which allows the child to compensate for existing deficits. This training also focuses on a combination of motor and mental activities and strategies that stimulate self-regulation so that the child develops the ability to use their cognitive functions more effectively in learning and daily living.