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Unlocking Morphology: A Case Study of Morphological Knowledge Growth in a Deaf Student Using Computer-Delivered
American Annals of the Deaf
|July 13, 2026
Summary
This case study shows that a deaf student improved their morphological knowledge using a computer-based reading intervention. The Morphological Analysis Pathway to Reading (MAP-R) program helped with word structure and morphemic relationships.
Area of Science:
- Education
- Linguistics
- Speech-Language Pathology
Background:
- Morphological knowledge (MK) is crucial for literacy in deaf and hard-of-hearing (D/HH) students, yet it is under-researched compared to phonological awareness and vocabulary.
- Understanding word structure and morphemic relationships is vital for reading and spelling development.
Purpose of the Study:
- To examine the effectiveness of a computer-delivered supplemental morphology intervention, the Morphological Analysis Pathway to Reading (MAP-R), for an 11-year-old bilingual student who is deaf.
- To assess the student's responsiveness to 22 weeks of online modules focused on derivational affixes and root-word relationships.
Main Methods:
- A case study design was employed with a single bilingual participant who is deaf.
- The intervention involved 22 online modules with explicit, multimodal instruction in morphology.
- Pre- and post-intervention assessments included embedded MK tasks and the Morphological Awareness Test for Reading and Spelling (MATRS).
Main Results:
- The participant demonstrated significant gains in identifying affixes, spelling suffixes, and transforming words.
- These improvements indicate enhanced morphological analysis skills over the 22-week intervention period.
- The results suggest positive responsiveness to the technology-mediated morphology instruction.
Conclusions:
- Computer-based morphology instruction, like MAP-R, shows preliminary feasibility and promise for D/HH students.
- Technology-mediated, self-paced learning may reduce instructional burden and improve accessibility for morphological knowledge development.
- Further controlled studies are needed, with implications for integrating MK instruction into speech-language and educational settings.
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