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Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who Are Deaf/Hard of Hearing

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Title: Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who Are Deaf/Hard of Hearing
Language: English
Authors: Cannon, Joanna E.
Source: ProQuest LLC. 2010Ph.D. Dissertation, Georgia State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 101
Publication Date: 2010
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Intervention, Semantics, Form Classes (Languages), Partial Hearing, Deafness, Special Schools, Day Schools, Language Variation, Statistical Significance, Students, Disabilities, Syntax, American Sign Language, Urban Schools, Structural Equation Models, Scores, Predictor Variables, Pretests Posttests
Assessment and Survey Identifiers: Basic Reading Inventory
ISBN: 978-1-124-04724-9
Abstract: The purpose of this study was to determine if the frequent use of LanguageLinks: Syntax Assessment and Intervention (LL), produced by Laureate Learning Systems, Inc., as a supplemental classroom activity, affected morphosyntax structures (determiners, tense, and complementizers) in participants who are Deaf/Hard of Hearing (DHH) and use American Sign Language (ASL). Twenty-six students from an urban day school for the Deaf participated in this study. Two hierarchical linear modeling (HLM) growth curve analyses were used to examine the influence of LL on the comprehension of morphosyntax based on two dependent variables: (1) the scores from LL's Optimized Intervention (OI; Wilson, 2003) reports; and (2) the scores from a subset of the Comprehension of Written Grammar (CWG; Easterbrooks, 2010) test. The results of the HLM analyses revealed that time was a statistically significant indicator of progress on both dependent variables: (1) LL, t(25) = 4.510, p less than 0.001, and (2) CWG, t(25) = 4.750, p less than 0.001. Two independent variables served as predictors of where the participants started on the level-1 intercept of the growth curve: (1) Degree of Hearing Loss; and (2) Age. The results indicated that Age, t(23) = 2.182, p = 0.039, was a statistically significant predictor of the level-1 intercept. A second set of independent variables served as predictors of change over time on the growth curve: (1) Diagnostic Evaluation of Language Variation Norm-Referenced (DELV-NR; Seymour, Roeper, & de Villiers, 2005) pretest scores on the syntax and semantic subtest; and (2) the "Basic Reading Inventory" (BRI; Johns, 2008) scores. The results indicated that the BRI scores, t(22) = 3.522, p = 0.002, were statistically significant predictors of change over time on the LL program. A dependent t-test was used to examine the comprehension of morphosyntax based on the third dependent variable of the DELV-NR assessment, and revealed statistically significant results on the syntax subtest, t(25) = -2.394, p = 0.024. The daily use of LL affected the morphosyntax of the participants in this study and may be an evidence-based practice for students who are DHH and use ASL. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2011
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3411021
Accession Number: ED516451
Database: ERIC
FullText Text:
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  Data: Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who Are Deaf/Hard of Hearing
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  Data: The purpose of this study was to determine if the frequent use of LanguageLinks: Syntax Assessment and Intervention (LL), produced by Laureate Learning Systems, Inc., as a supplemental classroom activity, affected morphosyntax structures (determiners, tense, and complementizers) in participants who are Deaf/Hard of Hearing (DHH) and use American Sign Language (ASL). Twenty-six students from an urban day school for the Deaf participated in this study. Two hierarchical linear modeling (HLM) growth curve analyses were used to examine the influence of LL on the comprehension of morphosyntax based on two dependent variables: (1) the scores from LL's Optimized Intervention (OI; Wilson, 2003) reports; and (2) the scores from a subset of the Comprehension of Written Grammar (CWG; Easterbrooks, 2010) test. The results of the HLM analyses revealed that time was a statistically significant indicator of progress on both dependent variables: (1) LL, t(25) = 4.510, p less than 0.001, and (2) CWG, t(25) = 4.750, p less than 0.001. Two independent variables served as predictors of where the participants started on the level-1 intercept of the growth curve: (1) Degree of Hearing Loss; and (2) Age. The results indicated that Age, t(23) = 2.182, p = 0.039, was a statistically significant predictor of the level-1 intercept. A second set of independent variables served as predictors of change over time on the growth curve: (1) Diagnostic Evaluation of Language Variation Norm-Referenced (DELV-NR; Seymour, Roeper, & de Villiers, 2005) pretest scores on the syntax and semantic subtest; and (2) the "Basic Reading Inventory" (BRI; Johns, 2008) scores. The results indicated that the BRI scores, t(22) = 3.522, p = 0.002, were statistically significant predictors of change over time on the LL program. A dependent t-test was used to examine the comprehension of morphosyntax based on the third dependent variable of the DELV-NR assessment, and revealed statistically significant results on the syntax subtest, t(25) = -2.394, p = 0.024. The daily use of LL affected the morphosyntax of the participants in this study and may be an evidence-based practice for students who are DHH and use ASL. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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      Pagination:
        PageCount: 101
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Semantics
        Type: general
      – SubjectFull: Form Classes (Languages)
        Type: general
      – SubjectFull: Partial Hearing
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Day Schools
        Type: general
      – SubjectFull: Language Variation
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      – SubjectFull: Statistical Significance
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      – SubjectFull: Students
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Syntax
        Type: general
      – SubjectFull: American Sign Language
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      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Structural Equation Models
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Basic Reading Inventory
        Type: general
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      – TitleFull: Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who Are Deaf/Hard of Hearing
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