NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1128833
Record Type: Journal
Publication Date: 2017-Feb
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1525-7401
Morphological Knowledge and Students Who Are Deaf or Hard-of-Hearing: A Review of the Literature
Trussell, Jessica W.; Easterbrooks, Susan R.
Communication Disorders Quarterly, v38 n2 p67-77 Feb 2017
Students who are deaf or hard-of-hearing (DHH) struggle to attain grade-equivalent literacy skills and require education interventions to improve. Recent literature reviews have revealed the need for high-quality intervention research for the following areas of reading: vocabulary development, reading comprehension, reading fluency, and grapheme-phoneme correspondence. The purpose of the current study was to determine the evidence surrounding morphological development for students who are DHH. The results were reported in a table as well as descriptively. This population exhibits a morphological knowledge delay that may be improved through explicit morphological instruction. Future researchers should consider conducting high-quality morphology intervention research with students who are DHH.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A