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ERIC Number: EJ1254721
Record Type: Journal
Publication Date: 2020-Jan
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-4159
EISSN: N/A
A Technology-Based Intervention to Increase Reading Comprehension of Morphosyntax Structures
Cannon, Joanna E.; Hubley, Anita M.; O'Loughlin, Julia I.; Phelan, Lauren; Norman, Nancy; Finley, Alayna
Journal of Deaf Studies and Deaf Education, v25 n1 p126-139 Jan 2020
The purpose of this study was to examine the effectiveness of a technology-based intervention (LanguageLinks: Syntax Assessment and Intervention®; Laureate Learning Systems, Inc., 2013) to improve reading comprehension for d/Deaf and hard of hearing (DHH) elementary students. The intervention was a self-paced, interactive program designed to scaffold learning of morphosyntax structures. Participants included 37 DHH students with moderate to profound hearing levels, 7-12 years of age, in Grades 2-6. Assessment data were collected pre- and post- an 8-week intervention using a randomized control trial methodology. Findings indicate the intervention did not appear to be effective in improving performance, and 17 out of 36 morphosyntax structures were found "difficult" to comprehend for participants in the treatment group. These difficult structures included aspects of pronominalization, the verbal system, and number in nouns. Results are compared to previous research, with recommendations for future areas of research related to increasing knowledge of morphosyntax for learners who are DHH.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A