Radboud University Nijmegen, Behavioural Science Institute, Nijmegen, The Netherlands.
Res Dev Disabil. 2013 Mar;34(3):1083-9. doi: 10.1016/j.ridd.2012.12.010. Epub 2013 Jan 8.
Children who are deaf are often delayed in reading comprehension. This delay could be due to problems in morphological processing during word reading. In this study, we investigated whether 6th grade deaf children and adults are delayed in comparison to their hearing peers in reading complex derivational words and compounds compared to monomorphemic words. The results show that deaf children are delayed in reading both derivational words and compounds as compared to hearing children, while both deaf and hearing adults performed equally well on a lexical decision task. However, deaf adults generally showed slower reaction times than hearing adults. For both deaf and hearing children, derivational words were more difficult than compounds, as reflected in hearing children's slower reaction times and in deaf children's lower accuracy scores. This finding likely reflects deaf children's lack of familiarity with the meaning of the bound morphemes attached to the stems in derivational words. Therefore, it might be beneficial to teach deaf children the meaning of bound morphemes and to train them to use morphology in word reading. Moreover, these findings imply that it is important to focus on both monomorphemic and polymorphemic words when assessing word reading ability in deaf children.
聋童在阅读理解方面往往存在延迟。这种延迟可能是由于在单词阅读过程中形态处理方面存在问题。在这项研究中，我们调查了与听力正常的同龄人相比，六年级聋童和成年人在阅读复杂的派生词和复合词与单语素词时是否存在延迟。结果表明，与听力正常的儿童相比，聋童在阅读派生词和复合词方面都存在延迟，而听力正常和聋童成年人在词汇判断任务上的表现则相当。然而，聋童成年人的反应时间普遍比听力正常的成年人慢。对于聋童和听力正常的儿童来说，派生词都比复合词更难，这反映在听力正常的儿童反应时间较慢和聋童准确性得分较低上。这一发现可能反映了聋童对派生词词干上附加的粘着语素的含义缺乏熟悉度。因此，教授聋童粘着语素的含义并训练他们在单词阅读中使用形态可能是有益的。此外，这些发现表明，在评估聋童的单词阅读能力时，同时关注单语素词和多语素词非常重要。
