A Technology-based Intervention to Increase Reading Comprehension of Morphosyntax Structures

Area of Science:

• Linguistics
• Education Technology
• Audiology

Background:

• Reading comprehension is crucial for academic success.
• Deaf and hard of hearing (DHH) students often face challenges in language and literacy development.
• Morphosyntax acquisition is fundamental for understanding written text.

Purpose of the Study:

• To evaluate the efficacy of a technology-based intervention, LanguageLinks: Syntax Assessment and Intervention®, for improving reading comprehension in DHH elementary students.
• To identify specific morphosyntax structures that pose difficulties for DHH learners.

Main Methods:

• A randomized control trial was conducted over 8 weeks.
• 37 DHH students (Grades 2-6, ages 7-12) with moderate to profound hearing loss participated.
• Pre- and post-intervention assessment data were collected.

Main Results:

• The intervention did not demonstrate significant effectiveness in improving reading comprehension.
• Participants struggled with 17 out of 36 targeted morphosyntax structures.
• Difficulties were noted in pronominalization, the verbal system, and number in nouns.

Conclusions:

• The tested technology-based intervention may not be sufficient for enhancing reading comprehension in DHH students.
• Further research is needed to understand and address morphosyntax challenges in this population.
• Targeted interventions focusing on specific difficult structures are recommended.