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 (email@example.com).
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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.