Psychological and pedagogical basis of developing oral speech in primary grade students with hearing impairments

Abstract

This article discusses the issues of developing oral speech in primary school students with hearing impairment. The main goal of the study is to determine the level of speech development of students studying in special educational institutions and to develop effective correctional methods aimed at their development. The article analyzes the speech formation of children with hearing impairments on a psychological, pedagogical and physiological basis. The research used theoretical analysis, observation, diagnostic interview and experimental methods. The results of the experiment showed that through special methodological approaches, children's lexical wealth, grammatical speech, and phonetic pronunciation were significantly improved. Training based on a multimodal (visual, auditory, tactile) approach had a positive effect on the development of dialogical speech. The conclusion emphasizes the importance of a systematic, person-centered, and individual approach in working with children with hearing impairments. This article will serve as a useful scientific and practical resource for specialists in the field of surdopedagogy, defectologists, and special educators. In addition, the findings highlight the role of early intervention, the use of multimodal sensory strategies, and collaboration between families and educators as key factors in achieving effective communication outcomes. The results also underscore the need for ongoing corrective and pedagogical programs that address the unique psychological and linguistic needs of each child, aiming to improve their academic success, social integration, and emotional well-being.