Morphographic analysis as a word identification strategy for deaf readers.

Abstract

This review of theoretical and research literature develops a rationale for morphographic analysis as a principal component of instruction on word identification for deaf students. The word identification process is conceptualized with regard to visually accessible morphographic components of text, including definition of the variables involved in morphographic analysis. Evidence accumulated from varied sources is presented to support this rationale for another approach to reading with deaf students. The conclusion outlines implications for instructional intervention and for future research.