Keyword: «hearing impairment»

Methodical ways and technique for common fractions studying by pupils with hearing impairment are highlighted in the article. The authors give detailed examples of common fractions studying methodological features defined during their practical work in I-II types corrective schools.

The article reveals the peculiarities of texts content understanding by junior schoolchildren with hearing impairments. To assess this ability, a complex of three diagnostic tasks is proposed. The results of children examination are presented. It is reported that junior schoolchildren with hearing impairments distort the content of the texts read. Children focus on individual words, and not on the content of the story as a whole. Students do not define semantic links between parts of texts.

The article presents the results of studying the auditory perception of speech by preschool children with a cochlear implant. It is noted that if a child has lost his hearing in the pre-linguistic period, he needs a long period of rehabilitation aid. This is especially important for children, who are being brought up by deaf parents. By the end of the first stage of rehabilitation, the child is only able to react to short instructions that include everyday words with concrete semantics. Similar in sound composition lexical units are not differentiated. Underdeveloped auditory perception negatively affects the quality of the child's independent speech.

The article is devoted to the study of aural perception of speech by deaf junior schoolchildren. The paper presents the conclusions made as a result of studying the scientific and methodological literature on the topic. The author describes the experimental part of the study, the methods of diagnosing speech aural perception in deaf junior schoolchildren, and makes her conclusions.

The article reports low ability of schoolchildren with impaired hearing to understand the content of texts. The author describes results of the study with the use of two diagnostic tasks. It is noted, that children do not perceive the text as a whole. Hearing impaired schoolchildren try to find familiar words and expressions in given stories, remember them and ensure subsequent accurate reproduction. It is most difficult for children to establish inconsistencies between parts of the deformed text, and its subsequent restoration.