engleski

Noun morphology skills in hearing impaired elementary school children

The aim of this research was to examine the noun morphology skills in hearing impaired children with respect to the noun case, number and gender, as well as to the respondents' hearing status and the type of educational setting they attended. Fourty two examinees participated in this investigation (hard of hearing, deaf with classic hearing aids and deaf with cochlear implants), who were attending grades III-VIII of the elementary regular and special school. On average, the examinees correctly solved 53% of noun morphology tasks. They achieved better results with nouns in singular (61%) then in plural (45%). In singular, excluding nominative, they achieved the best results in accusative- and locative-, and the worst results in dative tasks. In plural, they achieved the best results in nominative, vocative and accusative, while in the rest of cases they performed poorly (13-37%), the worst in locative. With masculine gender nouns in singular they achieved the best results, while their performance was the worst for plural forms. Hard of hearing students showed significantly better noun morphology skills than students with cochlear implants, whose results were significantly better than those of deaf students with classic hearing aids. Students attending a regular school achieved better results than students attending a special school.

hearing impairment, hard of hearing, deafness, cochlear implant, noun morphology

nije evidentirano