A Technology-based Intervention to Increase Reading Comprehension of Morphosyntax Structures.
J Deaf Stud Deaf Educ
; 25(1): 126-139, 2020 01 03.
Article
en En
| MEDLINE
| ID: mdl-31398726
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.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Lectura
/
Instrucción por Computador
/
Comprensión
/
Educación de Personas con Discapacidad Auditiva
Tipo de estudio:
Clinical_trials
/
Guideline
Límite:
Child
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
J Deaf Stud Deaf Educ
Asunto de la revista:
AUDIOLOGIA
/
EDUCACAO
Año:
2020
Tipo del documento:
Article
Pais de publicación:
Estados Unidos