The Deaf Child’s Learning if English Morphology

This document dives into the challenges faced by deaf children in learning English morphology and explores the effectiveness of teaching methods. ​ It highlights how deaf children struggle to internalize linguistic rules compared to their hearing peers, often relying on visual aids like sign language, speech-reading, and writing. ​ Two primary teaching methods—natural and formal—are discussed, but neither proves superior in helping deaf children master morphological rules. ​ The study uses Berko’s test, which examines how children apply grammatical rules to nonsense words, revealing significant gaps in the abilities of deaf children aged 9 to 17. While some older children show progress, many remain inconsistent in applying rules like plurals, possessives, and verb forms. ​ The findings challenge assumptions about “universal” grammatical rules shared by deaf and hearing children, suggesting that deaf learners may rely more on memorization than rule internalization. ​ The document calls for further research to better understand and support the linguistic development of deaf children. Perfect for educators, researchers, and parents, this study offers valuable insights into the complexities of language acquisition in deaf learners. ​