This study investigates the impact of organized corrective exercises on the pronunciation formation in hearing-impaired children within specialized school settings. Utilizing a mixed-methods approach, the research involved 50 children aged 6-12 years, divided into an experimental group that received the intervention and a control group that followed the standard curriculum. Over a 12-week period, the experimental group participated in targeted pronunciation exercises, incorporating visual and tactile feedback and supported by speech therapy technologies. The results demonstrated significant improvements in the experimental group's pronunciation skills compared to the control group, with a large effect size indicating the practical significance of the intervention. Qualitative data from observations and interviews further highlighted increased engagement, confidence, and peer interaction among the children. These findings underscore the effectiveness of structured pronunciation training for hearing-impaired children and provide a foundation for further research and implementation in diverse educational contexts.

Hearing-impaired children, Pronunciation formation, Corrective exercises

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