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Promoting Morphological Awareness in Children With Language Needs: Do the Common Core State Standards Pave the Way?

Gabig, Cheryl Smith; Zaretsky, Elena

doi: 10.1097/TLD.0b013e318280f592
Original Articles

Recent research has acknowledged the importance of morphological awareness, beyond phonological awareness, to literacy achievement in both reading and writing for children, adolescents, and adults. Morphological awareness is the ability to recognize, reflect on, and manipulate the sublexical structure of words—the roots, prefixes, and suffixes. In this paper, we examine the Common Core State Standards in English Language Arts (CCSS/ELA) to identify explicit grade-specific morphological awareness standards. We then discuss the standards-by-grade within the framework of learning morphology type and morphological aspects, for example, semantic, syntactic, and productive properties. Finally, we discuss the role of speech-language pathologists in collaboration with classroom teachers to support students with speech-language impairment and ELLs to achieve standards in the area of morphology.

Department of Speech-Language-Hearing Sciences, Lehman College, City University of New York, Bronx (Dr Gabig); and Department of Curriculum and Instruction, College of Education and Human Development, University of Massachusetts, Boston (Dr Zaretsky).

Corresponding Author: Cheryl Smith Gabig, PhD, Department of Speech-Language-Hearing Sciences, Lehman College, The City University of New York, 250 Bedford Park Blvd. West Bronx, NY 10468 (cheryl.gabig@lehman.cuny.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