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Journal of Deaf Studies and Deaf Education 9:3 2004
© 2004 Journal of Deaf Studies and Deaf Education vol. 9 no. 3 © Oxford University Press 2004; all rights reserved.

The Relationship between Reading Achievement and Morphological Word Analysis in Deaf and Hearing Students Matched for Reading Level

Martha Gonter Gaustad

Bowling Green State University

Ronald R. Kelly

National Technical Institute for the Deaf, Rochester Institute of Technology

This study extends the findings of Gaustad, Kelly, Payne, and Lylak (2002), which showed that deaf college students and hearing middle school students appeared to have approximately the same morphological knowledge and word segmentation skills. Because the average grade level reading abilities for the two groups of students were also similar, those research findings suggested that deaf students' morphological development was progressing as might be expected relative to reading level. This study further examined the specific relationship between morphologically based word identification skills and reading achievement levels, as well as differences in the error patterns of deaf and hearing readers. Comparison of performance between pairs of deaf college students and hearing middle school students matched for reading achievement level shows significant superiority of younger hearing participants for skills relating especially to the meaning of derivational morphemes and roots, and the segmentation of words containing multiple types of morphemes. Group subtest comparisons and item analysis comparisons of specific morpheme knowledge and word segmentation show clear differences in the morphographic skills of hearing middle school readers over deaf college students, even though they were matched and appear to read at the same grade levels, as measured by standardized tests.

All correspondence should be sent to Martha G. Gaustad, Department of Intervention Services, Bowling Green State University, 451 Education Building, Bowling Green, OH 43403 (e-mail: mgausta{at}bgnet.bgsu.edu).

Received February 4, 2004; revised March 9, 2004; accepted March 11, 2004


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