Referring to research reports and models described in the literature on the functioning of linguistic and logical knowledge in human mind, the author argues that natural, innate knowledge supporting comprehension of linguistic rules and building the structure of language is worth considering in speech therapy practice. She calls this type of knowledge logical-linguistic competence and indicates that its ability, which can be used in speech therapy practice, is to reason by analogy about the relationships of form and content between words/word forms. It is a skill that cognitive abilities and linguistic experiences develop and shape. It is, by all means, an individual feature of each person, although natural logic and lexical and grammatical features determine the areas of basic skills.

Hearing loss, aside from age-related degeneration of the nervous system, is one of the most common causes of difficulties in communication and social functioning among seniors. The aim of the study was to identify factors influencing the functioning of people over sixty years of age with hearing impairment. The analysis was made based on a review of the available literature. These factors were classified according to Uri Bronfenbrenner’s bioecological model of human development. This framework made it possible to illustrate the complex interactions of multi-vector factors that, to varying degrees, influence the lives and social functioning of older people within a broad context encompassing health, family, social, legal, organizational and societal conditions.

Monitoring hearing in children is an important issue, as it provides an opportunity for proper development. Hearing impairment, even of a minor degree, makes it difficult or impossible for a child to access auditory information. Consequently, it may adversely affect a child’s acquisition of linguistic and educational abilities, as well as social and emotional development. A screening program among children beginning early childhood education can reduce the undesirable consequences of the late diagnosis of hearing loss. The article presents the results of hearing screening in a group of 2,364 children from rural communities in the Silesian Province. It was shown that hearing problems are common in this age group, confirming the need for hearing screening and improvements in health care in this area. Diagnosing hearing disorders in children is an interdisciplinary problem, requiring the cooperation of the medical community, as well as teachers and parents.

The article deals with the problem of the holding the writing instrument in students aged 7-13. The purpose of the empirical research was to determine how often primary school students have problems regarding the ways of holding the writing instrument while performing graphomotor activities and what problems it is – detailed diagnosis of irregularities in a quality and quantitative aspect. For the purpose of this paper, the results of studies carried out using the author’s two diagnostic tools were used: “The Profile of Graphomotor Skills” (PGS) [1] and The Chart of Assessment of Graphomotor Skills (CAGS) (Domagała, Mirecka, 2010b, 2017a), like previously in the case of a study devoted to problems to body posture (Domagała and Mirecka, 2023).

Dyslexia is currently considered to be a specific learning disorder that is neurobiological in origin. It is characterized by difficulties in adequate and/or fluent word recognition and by poor decoding (reading) and writing skills. These difficulties are usually the result of a deficit in the phonological aspect of language (Bogdanowicz 2017). The aim of the article is to present Polish and foreign scientific analyses that show the interaction between dyslexia and bilingualism. A reconnaissance of Polish scientific literature has shown that the connection between multilingualism and dyslexia is insufficiently described. Foreign publications were selected based on a subjective assessment of their application value for the diagnostic and therapeutic process. The analyses cited are grouped thematically according to the causal-symptom criterion so as to show the characteristics of the linguistic functioning of bilinguals with dyslexia. The authors would like to draw the attention of practicing speech therapists and theoreticians to the need to undertake research on dyslexia in the conditions of Polish-foreign bilingualism, which would enable the implementation of appropriate diagnostic and therapeutic procedures.

The article is an attempt to systematize contemporary scientific knowledge regarding tongue-tie diagnosis problems. The authors made a broad review of the literature, trying to find answers to questions that concern speech therapy practitioners in their everyday work. Case studies and publications with a low level of scientific evidence were excluded from the review. The analysis of the literature showed how many extremely important questions remain unanswered and how little reliable information can be used to follow evidence-based practice.

The following article presents a case study of a child treated with orthotropy and functionally stimulated during speech therapy. In the first part, the author outlines the assumptions of orthotropy in the context of orthodontics and identifies the aspects of speech therapy that should complement the interventions carried out by the orthodontist. The second part describes the study’s methodology and progression, details the patient’s diagnosis and treatment, and presents the author’s conclusions.

This article examines the impact of motor disorders on speech development in children, highlighting the interdependence of gross, fine, and oral motor skills. It outlines developmental milestones from infancy through school age, updated Centers for Disease Control and Prevention (CDC) and American Academy of Pediatrics (AAP) standards, and diagnostic tools like Munich Functional Developmental Diagnosis (MFDR), emphasizing early identification of delays (Zubler et al., 2022; Fritz et al., 1994). The text explores how motor impairments, particularly dyspraxia (ICD-11: F82), disrupt articulation, phonation, and communication via sensory-motor integration deficits, advocating interdisciplinary therapy integrating speech therapy, physiotherapy, and sensory integration for optimal outcomes.