Theoretical Understanding of the Problem of Dialogic Speech Development in Hearing Impaired Children


Demina Anna Vladimirovna

Candidate of Sciences (Pedagogy), Associate Professor of the Department of Technology of Psychological, Pedagogical and Special Education, ORCID:, Orel State University named after I. S. Turgenev

95 Komsomolskaya St, Orel, Russia, 302026, tel.: +7(4862)751318, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.


Introduction. In the paper, an attempt is made to comprehend the problem of oral communication of hearing impaired people based on the study of this issue in different scientific fields. The paper also presents a theoretical framework of the dialogic speech development in hearing impaired children, lists the main features of oral communication of deaf and hard of hearing students, and describes the forms and methods of dialogic speech development in this category of children in the classroom.

Materials and Methods. Theoretical methods of study and analysis of scientific and methodological literature are used.

Results. The paper is of a review and analysis nature and contains conclusions based on the analysis of concepts and views on the problem of dialogical speech formation in hearing impaired children, which exist in the modern scientific theory.

Conclusion. The materials of the paper can be useful for students and undergraduates majoring in special education; postgraduate students embarking on the study of the speech development problems in children with and without disabilities; teachers working with hearing and speech impaired children; and parents interested in the speech development problems of their children.

Keywords: theoretical framework, dialogical speech, oral communication, hearing impaired children.

For citation: Demina A. V. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2019; 13(3): 386-395. DOI: 10.32343/2409-5052-2019-13-3-386-395

UDС: 376.353

DOI: 10.32343/2409-5052-2019-13-3-386-395

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