Nielsen Diane Corcoran, Luetke Barbara, Stryker Deborah S
University of Kansas, 446 JR Pearson Hall, 1122 West Campus Road, Lawrence, KS 66045-2340, USA.
J Deaf Stud Deaf Educ. 2011 Summer;16(3):275-88. doi: 10.1093/deafed/enq063. Epub 2011 Jan 26.
The ability to access and understand the meaning of multi-morphemic words is essential for age-appropriate literacy growth as well as for achievement in other participants, such as science and social studies, which are so print-dependent. This paper provides a theoretical basis for focusing on the morphology of English when teaching students who are deaf or hard of hearing to read through a review of the literature on the role of morphology in reading for both hearing students and those with a hearing loss. In addition, the authors review the empirical literature on Signing Exact English (SEE), a system of signing English constructed in which the morphology of words is made visible to children who might not be able to hear them. The authors propose that students' use of SEE can provide a bridge to developing the morphemic awareness so necessary for age-appropriate reading development and achievement.
理解多语素单词的含义并能够运用这些单词，对于适龄读写能力的发展以及在其他学科（如对印刷品依赖程度很高的科学和社会研究）中取得好成绩而言至关重要。本文通过回顾关于词法在听力正常学生和听力受损学生阅读中所起作用的文献，为在教授失聪或听力有障碍的学生阅读时关注英语词法提供了理论依据。此外，作者还回顾了关于精确英语手语（SEE）的实证文献，SEE是一种构建的英语手语系统，在该系统中，单词的词法对于那些可能听不到这些词的儿童来说是可见的。作者提出，学生对SEE的使用可以为培养词素意识搭建一座桥梁，而词素意识对于适龄阅读发展和取得好成绩是非常必要的。
