- Oxford Library of Psychology
- Copyright Page
- About the Editors
- In Memoriam
- Deaf Studies in Literacy: Where Is the Compass Pointing Us?
- Literacy Attainment Among Children Who Are Deaf or Hard of Hearing: The Past, the Present, and the Future
- This Is Your Brain on Print: The Neurological Processes of Print Literacy
- Listening, Language, and Literacy Development and Children With Hearing Loss Who are Learning Spoken Language
- Prevailing Theories of Reading Development and Deafness
- What Is Malleable in Literacy Teaching and Learning Among Deaf and Hard-of-Hearing Readers?
- Written Word Recognition and Production Processes: A Challenge for Deaf Students and Their Teachers
- Vocabulary Acquisition and Literacy in Deaf and Hard-of-Hearing Learners
- Vocabulary Learning in Children with Cochlear Implants in Signed and Spoken Modalities
- Morphosyntax in Literacy Acquisition Across Languages for Learners Who Are Deaf or Hard of Hearing
- Deaf and Hard-of-Hearing Students and Academic Language(s): Advanced Language and Literacy Skills
- The Interplay Between Pragmatics and Reading Comprehension in Children Who Are Deaf or Hard of Hearing
- Reading Comprehension: A Comparison of Typically Hearing and Deaf or Hard-of-Hearing Children
- Reading Fluency in Deaf and Hard-of-Hearing Readers
- Supporting School Readiness Skills and Home Literacy Environment in Young Children Who Are Deaf and Hard of Hearing
- Psychoeducational Assessment, Classroom Testing, and the Measurement of Literacy in Deaf and Hard-of-Hearing Learners
- Language Assessment: Links to Literacy for Deaf and Hard-of-Hearing Bilingual Learners
- The Role of Speechreading in Literacy Acquisition and Development of Deaf and Hard-of-Hearing Readers
- Literacy and Academic Engagement in Learners Who Are Deaf and Hard of Hearing
- Phonologically Based Interventions in Spoken Language and Sign Bilingual Settings
- Spelling: Why Explicit Instruction Is a Critical Component of Literacy Intervention for Children Who Are Deaf or Hard of Hearing
- The Writing Bridge: Investigating Reading and Writing Reciprocity
- Reading Abilities of Deaf College Students: Has Elvis Already Left the Building?
- Adult Reading Strategies: Visual-Spatial Conceptualization and Patterns of Thought
- Literacy in Emerging Sign Language Communities: The Impact of Social, Political, and Educational Resources
- Alternative Routes Toward Literacy for Individuals With Deafblindness: The Role of Assistive Technology
- Literacy in Learners Who Are Deaf or Hard of Hearing With Disabilities
- The Development and Evaluation of Literacy Interventions for Deaf and Hard-of-Hearing Children
- Bridging the Divide Between Research and Practice: Recommendations for the Next Generation of Literacy Research in Deaf Education
- A Didactic Illustration of Longitudinal Analysis for Language and Literacy Research Among Individuals Who Are Deaf or Hard of Hearing
- Deaf Studies in Literacy: Progress by Degrees?
Abstract and Keywords
Examining the importance of morphosyntax comprehension in literacy acquisition across languages, this chapter will highlight the bilingual and bimodal advantages some deaf and hard-of-hearing (DHH) learners may possess. Since DHH readers may experience variations in hearing, language, and literacy levels, we examine the interplay of how they develop literacy skills. The complexity of the interplay among the components of reading and writing are considered along with the current research on morphosyntax interventions and assessments for this population of learners. Morphosyntax components that are historically challenging for DHH learners are discussed. Potentially promising practices across morphology and syntax are reviewed, as well as implementations for practice that include an informal assessment designed for DHH learners. Future research necessary to expand our knowledge of how morphology and syntax connect to text is included as a call to action in the quest to improve literacy outcomes for DHH readers.
Joanna E. Cannon, University of British Columbia, Vancouver, BC, Canada
Jessica W. Trussell, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY, USA
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