The article presents research results of auditory and verbal memory of second grade schoolchildren with reading disabilities. At risk school children for dyslexia have specific peculiarities of memorizing verbal information revealed during the experimental observation. The established correlation of these peculiarities with the technical characteristic and semantic aspect of reading demonstrated the need to develop a methodology aimed at the formation, development and improvement of auditory and verbal memory. The developed direction allows to form, develop and improve auditory and verbal memory relevant both for schoolchildren experiencing difficulties while learning and preschoolers with speech disorders related to a risk group for reading disabilities.