Higher mental functions are gradually formed through the child’s interaction with the environment, passing through successive stages. Akhutina developed a model of psychological functioning, which argued that cognitive functions such as attention, memory, and speech are not given to the child in a ready-made form, but are formed through a number of interrelated stages that depend, on the one hand, on the maturation of brain structures, and on the other, on socio-educational interaction. This model contributes to the study of the process of function formation, not just its final state, providing a dynamic perspective for diagnosis and rehabilitation. For example, in the case of reading difficulties, the intervention is not limited to direct reading training, but includes the restoration of its constituent functions, such as visual-auditory discrimination, memory and symbolic perception. In this way, the intervention becomes more profound, since it is based on the restoration of the basic structural elements of mental functions.