I am pleased to announce that the first quarter 2013 issue of Topics in Language Disorders is now in the spotlight. Morphological Awareness and Literacy, whose issue editor is Cheryl Gabig Smith, is now available in these pages.
Development along the continuum of morphological knowledge-to-awareness is a theme addressed by Gabig and Zaretsky (2013) in their lead article to this issue. They point out that morphological knowledge, as well as awareness, is an implied, and sometimes explicit, component of many of the Common Core State Standards (National Governors Association Center for Best Practices, 2010) across the full range of grades from K through 12. This has particular meaning for speech–language pathologists and others seeking to help children with special language needs, including English language learners. Such professionals may need to help children build foundational knowledge along with awareness—perhaps in tandem? The article by Gabig and Zaretsky is followed by practical discussions, supported by case study and empirical evidence, by Wolter and Green (2013) and Apel, Diehm, and Apel (2013) about intervention and assessment applications of research on morphological awareness. Jarmulowicz and Taran (2013) then address theoretical concerns about the relationships of word structures, including aspects of prosody, with implications for assessment and intervention. Finally, Ramirez, Chen, and Pasquarella (2013) and Marinova-Todd, Siegel, and Mazabel (2013) shed light on how knowledge of morphology in children's first languages, and the nature of those languages, might influence literacy learning when such children are learning English in school. I have set the article by Wolter and Green (2013) for free access. Understanding the many facets of morphology and the role of morphological awareness in diverse groups of children and adolescents is an important topic that should be of interest to researchers and clinicians alike.