ALGORITHM FOR WRITING A RECITATION BY STUDENTS WITH HEARING IMPAIRMENTS

Abstract

The article explores the specific aspects of organizing work on educational recitation as an effective means of developing coherent speech in students with hearing impairments. The emphasis is placed on the peculiarities of acquiring recitation skills by this category of students, which is significantly influenced by their limited vocabulary, challenges in the logical comprehension of text content, and insufficient language experience due to their hearing limitations. The study examines how the cognitive characteristics of students with hearing impairments—such as particularities of their thinking, perception, and memory—affect the quality and fluency of their speech activity.

Special attention is paid to the classification of types of recitation according to different criteria (such as purpose, structure, and form) and to the development of a step-by-step algorithm for effective work on educational recitation with hearing-impaired students. The article highlights that one of the key components in the development of successful recitation skills is the ability to establish cause-and-effect relationships between events, as this ability greatly contributes to the logical structure and coherence of oral and written speech.

The formation of coherent speech in children with hearing impairments remains a critical issue in the field of special education and Ukrainian language teaching methods. Because these children have reduced access to natural spoken language due to auditory limitations, they experience significant delays in both receptive (understanding) and expressive (production) speech development. These delays particularly impact their ability to understand, interpret, and retell texts, as such tasks require advanced skills in memory, analysis, synthesis, and logical thinking. Therefore, systematic work on educational recitation can become a valuable tool in overcoming speech development difficulties and supporting the formation of coherent, contextually appropriate language among students with hearing impairments.