Abstract:

This research is a causal comparative visual study that aims to study the role of the morphological awareness skills of hearing and hearing disabled students in the reading process from a developmental perspective. The study included a total of 141 students, including 67 listening disabled students who continued their studies at different levels of education (primary, secondary and high school) and 74 listening students who studied at the same class level with these students. The research group’s morphological awareness knowledge and skills were evaluated by a) morphological sensitivity, b) morphological awareness skills assessment processes. The data of the study was analyzed using variance analysis (GLM-Anova) and two-factor Manova (GLM-Manova) and the analysis resulted in the fact that the morphological awareness skills of hearing disabled students were significantly lower compared to hearing students. In the discussion section of the study, the low morphological awareness performance observed in hearing disabilities students was discussed in detail as a reflection of their overall reading and understanding processes.