Abstract:

The purpose of this study is to compare the morphological knowledge and skills of hearing-deficient students in different reading levels (verbal/frame/paragraph levels) with their hearing colleagues from a developmental perspective. The study included 135 hearing-related students and 148 hearing-related students at the same class level with them, who continued their studies at different levels of education (primary, secondary and high school). The findings obtained from the study show that listening loss students who participated in the study experienced serious limitations in their morphological knowledge and skills according to their listening colleagues at all levels (sensitivity, knowledge and skills). As a result, it is clear that listening loss students involved in the study experience serious limitations in their knowledge and skills of morphological awareness according to their listening colleagues at all levels (word, phrase, paragraph level). It is believed that the results achieved at the end of the study are important for students to describe their status in the knowledge and skills of morphological consciousness, which is one of the basic skills to understand that hearing loss students read and read, and to show them the simple morphological structures they are expected to gain at a more basic level and that these structures are not able to gain even the meanings they load on the words. If we look at the achieved results from a broader framework, the preparation of all the written materials they encounter in their lives according to the spoken Turkish, the basic linguistic (ortography, vocabulary, morphology, etc.) that is characteristic of the spoken language of students with hearing loss. They require them to learn the rules.

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