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

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  • 1University of British Columbia.

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A technology-based intervention did not improve reading comprehension for deaf and hard of hearing (DHH) students. Many morphosyntax structures, including pronominalization and verb systems, remained difficult for participants.

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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.