Effects of Morphographic Instruction on the Morphographic Analysis Skills of Deaf and Hard-of-Hearing Students

Autor/inn/en	Trussell, Jessica W.; Easterbrooks, Susan R.
Titel	Effects of Morphographic Instruction on the Morphographic Analysis Skills of Deaf and Hard-of-Hearing Students
Quelle	In: Journal of Deaf Studies and Deaf Education, 20 (2015) 3, S.229-241 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/env019
Schlagwörter	Deafness; Hearing Impairments; Teaching Methods; Reading Skills; Intervention; Elementary School Students; Decoding (Reading); Visual Stimuli; Phoneme Grapheme Correspondence; Morphemes; Program Effectiveness + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Dekodierung; Morphem
Abstract	Deaf and hard-of-hearing (DHH) students have delayed morphographic knowledge that negatively affects their morphographic analysis and decoding abilities. Morphographic analysis instruction may improve DHH students' morphographic knowledge delay. The purpose of this study was to determine the effects of morphographic instruction on the morphographic analysis skills of reading-delayed, late-elementary DHH students. The research question was: What effect does morphographic instruction have on the morphographic analysis skills of DHH students who are reading below grade level? The study included 3 student participants and 1 teacher participant from a local school district. The researchers used a multiprobe multiple baseline across participants design. The intervention was implemented for 20min a day, 5 days a week for 2-3 weeks. Visual analysis of the data revealed the requisite number of demonstrations of effect and replications. The intervention improved DHH students' ability to dissect words and determine affix meanings, which may in turn positively affect their decoding abilities. Implications of this study and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01