Authors
Carla Wood, Linda Sasser, Sana Tibi, Michelle Torres-Chavarro, Kristen Guynes
Published in
American annals of the deaf. Volume 170. Issue 5. Pages 416-440.
Abstract
Morphological knowledge (MK), or awareness of word structure and morphemic relationships, is a critical component of literacy for students who are D/HH. However, it has been explored to a lesser extent than other literacy components, such as phonological awareness and vocabulary. This case study examined the responsiveness of an 11-year-old bilingual student who is deaf to a computer-delivered supplemental morphology intervention, the Morphological Analysis Pathway to Reading (MAP-R). Over 22 weeks, the student completed 22 online modules targeting derivational affixes and root-word relationships using explicit, multimodal instruction. Pre- and post-test comparisons of embedded proximal MK tasks and the standardized Morphological Awareness Test for Reading and Spelling (MATRS) (Apel et al., 2021) were used to evaluate outcomes. The participant demonstrated gains in affix identification, suffix spelling, and word transformation tasks, suggesting growth in morphological analysis skills throughout the academic year. The findings provide preliminary support for the feasibility and potential promise of computer-based morphology instruction for students who are D/HH. This study extends existing research by documenting responsiveness to a self-paced, technology-mediated format that may reduce instructional burden and increase accessibility. The implications for future controlled studies and for integrating MK instruction within speech-language and educational interventions are discussed.
PMID:
42439021
Bibliographic data and abstract were imported from PubMed on 13 Jul 2026.
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