Abstract
<jats:p>Specialized psychological and pedagogical literature registers an increase in the number of children with speech pathologies who experience problems with encoding and decoding speech. This is a common cause of learning difficulties, especially in primary school during the formation of cognitive skills. Academic performance in primary school students largely depends on their speech development and, in particular, their ability to grasp the logical-grammatical structures of the language of instruction. Impairments in understanding logical-grammatical structures are widespread in primary school. To date, no neuropsychological studies have explored the natural bicultural and bilingual environment in the Republic of Tuva, Russia. The article describes the linguistic meso- and macro-sociocultural factors that affect the speech activity of bilingual preschoolers in the Republic of Tuva. It establishes the effect of Russian-Tuvan bilingualism and the order of language acquisition on logical-grammatical comprehension. The sample consisted of 133 typically developing primary school students who live in a bicultural environment and in conditions of natural bilingualism. Modified neuropsychological tests by A. Luria registered the effect of meso- or macrosocial environmental factors and the order of language acquisition on the comprehension of logic and grammar.</jats:p>