The Comparison of English Phonological Awareness, Morphological Awareness, and Silent Word Reading Fluency of Middle School Students with and without Hearing Impairment
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The purpose of this study was to examine the contribution of morphological awareness to reading fluency for d/Dhh middle school students and their hearing peers. First grade and second grade middle school students(N= 88: 13 d/Dhh students, 75 normal hearing students) were assessed on English measures of phonological awareness, morphological awareness, and silent word reading fluency. Hearing students outperformed d/Dhh students on all three measures. Multiple regression analysis indicated that morphological awareness made a significant contribution to silent word reading fluency. Predictive relations were the same for both the groups.
Abstract
The purpose of this study was to examine the contribution of morphological awareness to reading fluency for d/Dhh middle school students and their hearing peers. First grade and second grade middle school students(N= 88: 13 d/Dhh students, 75 normal hearing students) were assessed on English measures of phonological awareness, morphological awareness, and silent word reading fluency. Hearing students outperformed d/Dhh students on all three measures. Multiple regression analysis indicated that morphological awareness made a significant contribution to silent word reading fluency. Predictive relations were the same for both the groups.
참고문헌 (28)
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