Trussell Jessica W, Easterbrooks Susan R
Rochester Institute of Technology and
Georgia State University.
J Deaf Stud Deaf Educ. 2015 Jul;20(3):229-41. doi: 10.1093/deafed/env019. Epub 2015 May 14.
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 20 min 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.
聋哑和重听（DHH）学生的词素拼写知识发展滞后，这对他们的词素拼写分析和解码能力产生了负面影响。词素拼写分析教学可能会改善DHH学生词素拼写知识滞后的情况。本研究的目的是确定词素拼写教学对阅读能力滞后的小学高年级DHH学生词素拼写分析技能的影响。研究问题是：词素拼写教学对阅读水平低于年级平均水平的DHH学生的词素拼写分析技能有什么影响？该研究包括来自当地学区的3名学生参与者和1名教师参与者。研究人员采用了跨参与者的多探针多基线设计。干预措施每天实施20分钟，每周5天，持续2至3周。对数据的视觉分析揭示了所需的效果展示次数和重复次数。该干预提高了DHH学生剖析单词和确定词缀含义的能力，这反过来可能会对他们的解码能力产生积极影响。本文讨论了本研究的意义及未来研究方向。
