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

Wolter, Julie A.; Green, Laura

doi: 10.1097/TLD.0b013e318280f5aa
Original Articles

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.

Department of Communication Disorders and Deaf Education, Utah State University, Logan (Dr Wolter); and Department of Communication Sciences and Disorders, Texas Woman's University, Denton (Dr Green).

Corresponding Author: Julie Wolter, PhD, Utah State University, 1000 Old Main Hill, Logan, UT 84322 (julie.wolter@usu.edu).

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The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article.

© 2013 Lippincott Williams & Wilkins