UMMS Affiliation

Department of Psychiatry, Systems and Psychosocial Advances Research Center

Date

4-1-2011

Document Type

Article

Disciplines

Educational Psychology | Health Services Research | Mental and Social Health | Psychiatric and Mental Health | Psychiatry | Psychiatry and Psychology | Psychology

Abstract

Many studies have reported the necessity of phonological awareness to become a skilled reader, citing barriers to phonological information as the cause for reading difficulties experienced by deaf individuals. In contrast, other research suggests that phonological awareness is not necessary for reading acquisition, citing the importance of higher levels of syntactic and semantic knowledge. To determine if deaf students with higher language skills have better word decoding strategies, students responded to a morphological test, where monomorphemic words and multimorphemic words were matched to their definitions. Two studies are reported, one focusing on English placement levels and a second with formal measures of both ASL and English language proficiency. Results in-dicated that performance on the morphological decoding test was related to language proficiency scores, but not to phonological awareness scores.

Comments

Citation: Clark, M. , Gilbert, G. & Anderson, M. (2011). Morphological Knowledge and Decoding Skills of Deaf Readers. Psychology, 2, 109-116. doi: 10.4236/psych.2011.22018.

At the time of publication, Melissa Anderson was not yet affiliated with the University of Massachusetts Medical School.

Keywords

deaf, reading, morphology

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

 
 

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