A Technology-Based Intervention to Increase Reading Comprehension of Morphosyntax Structures

Autor/inn/en	Cannon, Joanna E.; Hubley, Anita M.; O'Loughlin, Julia I.; Phelan, Lauren; Norman, Nancy; Finley, Alayna
Titel	A Technology-Based Intervention to Increase Reading Comprehension of Morphosyntax Structures
Quelle	In: Journal of Deaf Studies and Deaf Education, 25 (2020) 1, S.126-139 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enz029
Schlagwörter	Educational Technology; Technology Uses in Education; Teaching Methods; Reading Instruction; Elementary School Students; Deafness; Hearing Impairments; Syntax; Morphology (Languages); Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Reading Skills; Verbs; Nouns; Morphemes; Reading Comprehension + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Morphology; Morphologie; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Reading skill; Lesefertigkeit; Morphem; Leseverstehen
Abstract	The purpose of this study was to examine the effectiveness of a technology-based intervention (LanguageLinks: Syntax Assessment and Intervention®; Laureate Learning Systems, Inc., 2013) to improve reading comprehension for d/Deaf and hard of hearing (DHH) elementary students. The intervention was a self-paced, interactive program designed to scaffold learning of morphosyntax structures. Participants included 37 DHH students with moderate to profound hearing levels, 7-12 years of age, in Grades 2-6. Assessment data were collected pre- and post- an 8-week intervention using a randomized control trial methodology. Findings indicate the intervention did not appear to be effective in improving performance, and 17 out of 36 morphosyntax structures were found "difficult" to comprehend for participants in the treatment group. These difficult structures included aspects of pronominalization, the verbal system, and number in nouns. Results are compared to previous research, with recommendations for future areas of research related to increasing knowledge of morphosyntax for learners who are DHH. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01