Morphological Awareness Intervention and School-Age Language and Literacy Deficits: A Case Study

Document Type

Article

Journal/Book Title/Conference

Topics in Language Disorders

Volume

1

Publication Date

2013

First Page

27

Last Page

41

Abstract

This article highlights the clinical application of morphological awareness intervention to facilitate phonological, vocabulary, reading, and spelling success in children with language and literacy deficits. First, the research-based benefits of morphological awareness instruction are reviewed and current theoretical and research-based perspectives on this type of intervention in school-age children with and without language and literacy deficits are discussed. This is followed by a discussion of some evidence- and theory-based techniques and strategies speech-language pathologists can utilize in their intervention with children who have language and literacy deficits. Finally, a case study is provided of how morphological intervention was applied, and resulting language and literacy outcomes for one eight-year-old child with a speech, language, and literacy deficit are discussed.

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