Skip Navigation LinksHome > January/March 2013 - Volume 33 - Issue 1 > Morphological Awareness Intervention in School-Age Children...
Topics in Language Disorders:
doi: 10.1097/TLD.0b013e318280f5aa
Original Articles

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

Wolter, Julie A.; Green, Laura

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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.

© 2013 Lippincott Williams & Wilkins

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