Did the three little pigs frighten the wolf? How deaf readers use lexical and syntactic cues to comprehend sentences

Speech education of students with hearing impairment as a means of communication

“…As noted by L. M. Bykova, R. M. Boskis, N. E. Grash, M. I. Nikitina, Eliza Mohanti, Anindya Jayantha Mishra, Linda J. Spencer, Mark Marshark, Carol Convertino, Jorin A. Vermeulen, Eddie Denessen, Harry Noors, Nadina Gomez-Merino, Inmaculada Fajardo, Antonio Ferrer [10][11][12][13][14][15][16] deaf and hard of hearing students when reading. Natural obstacles in the understanding of readable texts for this category of schoolchildren are: a sharply limited vocabulary, insufficient mastery of the grammatical structure of speech, not formed skills of correct, fluent, conscious, expressive reading, poor command of methods of reading aloud and to oneself, analytical and synthetic mental processing of content works, the mechanisms of its perception.…”

“…Speech work is organically included not only in every language lesson, but also in all other academic subjects. They work to improve and develop the skills of oral and written speech of schoolchildren on the basis of expanding knowledge about the surrounding reality in close connection with the development of cognitive activity [10][11][12][13][14][15][16]. The motivation for such types of speech activities as writing and reading, which are methods of indirect communication in the absence of a direct interlocutor, is gradually increasing.…”

“…The data presented in the studies of Russian and foreign scientists are important: L. M. Bykova, R. M. Boskis, N. E. Grash, A. G. Zikeev, S. A. Zykov, M. I. Nikitina, Eliza Mohanti, Anindya Jayantha Mishra, Linda J. Spencer, Mark Marshark, Carol Convertino, Jorin A. Vermeulen, Eddie Denessen, Harry Noors, Nadina Gomez-Merino, Inmaculada Fajardo, Antonio Ferrer [10][11][12][13][14][15][16]. The authors emphasize the crucial role of hearing in the mental and psychological development of a child.…”

“…Inability to use the prosodic characteristics of the language do not change the pitch of voice intonations; do not differentiate intonation differences at an unconscious practical level; do not use emotionally -intuitive placement of semantic pauses; replace the interrogative intonation of the narrative with the same voice strength; can't keep up with the pace of the story As studies show [10][11][12][13][14][15][16], the features of the reproduction and interpretation of texts by the deaf and hard of hearing are closely related to the specifics of the formation of their verbal-logical thinking. The impossibility or atypical nature of the timing of the natural formation of speech in these children leads to the fact that they, especially at the start of learning, "get stuck" at the stage of visual-figurative thinking.…”