UMass Chan Affiliations
Department of Psychiatry, Systems and Psychosocial Advances Research CenterDocument Type
Journal ArticlePublication Date
2011-04-01Keywords
deafreading
morphology
Educational Psychology
Health Services Research
Mental and Social Health
Psychiatric and Mental Health
Psychiatry
Psychiatry and Psychology
Psychology
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Show full item recordAbstract
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.Source
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.
DOI
10.4236/psych.2011.22018Permanent Link to this Item
http://hdl.handle.net/20.500.14038/45505Notes
At the time of publication, Melissa Anderson was not yet affiliated with the University of Massachusetts Medical School.
Distribution License
http://creativecommons.org/licenses/by/4.0/ae974a485f413a2113503eed53cd6c53
10.4236/psych.2011.22018
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Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by/4.0/