TEACHING ORAL SPEECH TO DEAF PRESCHOOL CHILDREN IN THE INITIAL PERIOD OF INSTRUCTION

Abstract

Hearing loss disrupts the spontaneous acquisition of oral speech, making structured pedagogical intervention essential for deaf preschool children. The initial period of pronunciation instruction is particularly critical because it forms the prosodic and syllabic foundations (rhythm, stress, fluency) upon which later segmental accuracy can be built. This article provides an academic analysis of special oral-speech sessions in the first instructional period, conceptualized through a four-component model of the teaching process (goal–content, operational–activity, control–regulation, and outcomes). The methodologically central idea is bisensory (auditory–visual) learning supported by visual–practical techniques and intensive phonetic rhythmics. The analysis demonstrates that prioritizing syllabic–rhythmic structure, communicative use of early lexical units, and systematically staged exercises (from imitation to independent production) improves speech intelligibility and naturalness while allowing individualized developmental trajectories. The study also proposes a coherent monitoring framework aligned with initial-period priorities, emphasizing word-level integrity and prosodic stability rather than premature phoneme-by-phoneme correction.