Dissertation Defense – Jessica W. Trussell

February 27, 2014 @ 3:00 pm – 4:00 pm
College of Education, room 830
30 Pryor Street Southwest
Georgia State University, Atlanta, GA 30303

Effects of Morphographic Instruction on Deaf and Hard-of-Hearing Students’ Morphographic Analysis Skills

by Jessica W. Trussell

Deaf or hard-of-hearing (DHH) students have delayed morphographic knowledge (Gaustad, Kelly, Payne, & Lylak, 2002) that negatively affects their morphographic analysis (Gaustad & Kelly, 2004) and decoding abilities (Carlisle, 2000). Morphographic analysis entails separating words into their component morphographs to determine meaning and allows readers to decode in orthographic chunks (Carlson, Jenkins, Li, & Brownell, 2013). According to the automatic information processing reading theory (LaBerge & Samuels, 1974), proficient readers must decode in orthographic chunks to allow for hlger quality lexical retrieval (Perfetti, 2002) and to develop automaticity. Morphographic analysis instruction may improve DHH students’ morphographic knowledge (Nunes, Burman, Evans, & Bell, 2010). Spelling through Morphographs (Dixon & Engelmann, 2007) is a Direct Instruction curriculum that teaches morphographic analysis and affix meanings through scripted lessons and planned practice. The purpose of this study was to determine the effects of morphographic instruction modeled after the Spelling through Morphographs (Dixon & Engelmann, 2007) curriculum on the morphographic analysis skills of reading-delayed DHH students. The study Included three student participants and one teacher participant from a local school district. The researcher used a mulliprobe multiple baseline across participants design (Kazdin, 201 0) followed by a visual analysis of the dala. The instruction improved the participants’ morphographic analysis skills and affix knowledge. Limitations of this study and future research are discussed.