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 (firstname.lastname@example.org).
Supplemental digital content is available for this article. Direct URL citation appears in the printed text and is provided in the HTML and PDF versions of this article on the journal's Web site (www.topicsinlanguagedisorders.com).
The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article.