This study examined the interrelationships among English language structures (phonological knowledge, morphological knowledge, silent word reading fluency) and reading comprehension in a group of 45 deaf and hard of hearing students in grades 3 to 8, taking into account their demographic characteristics. Simple Pearson correlations, multiple regression analyses, and an independent samples t test were used in this study. Results indicated that morphological knowledge was the significant variable positively associated with reading comprehension over and beyond the other predictors (phonological knowledge and silent word reading fluency) and the demographic covariates (home language, age, and gender).
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/D8TM7BJN |
| Date | January 2016 |
| Creators | Falk, Jodi Lara |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
Page generated in 0.0082 seconds