Examining the Morphological Awareness of Deaf Turkish Readers



The purpose of this study was to comparatively examine the morphological awareness skills of Turkish deaf and normal hearing readers. The study group consisted of 112 students (53 were deaf students and 59 were students with normal hearing) who were enrolled in high schools in Ankara. Two different fill-in the blank tasks were developed in order to assess students’ morphological awareness skills in this study. For both of the tasks the students were asked to fill-in the blanks in the sentences by adding appropriate suffixes to the target words. The tasks were carried out in a predetermined place in students’ schools during one-to-one sessions and lasted about 10 to 15 minutes in average. MANOVA was used to analyze the data collected from the tasks. The results of the analyses showed that deaf students had significant limitations in morphological awareness skills compared to their hearing counterparts. This finding is discussed in terms of language skills and its impacts on reading acquisition of deaf students.


morphology; morphological awareness; deaf readers; reading and reading comprehension

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DOI: https://doi.org/10.24106/kefdergi.419285


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