Integrating Morphological Awareness in a Multilinguistic Structured Literacy Approach to Improve Literacy in
Ginger Collins1, Julie A Wolter1, Ashley Bourque Meaux1
1School of Speech, Language, Hearing, and Occupational Sciences, University of Montana, Missoula.
Language, Speech, and Hearing Services in Schools
|July 22, 2020
Summary
Structured literacy with a focus on morphology improves reading and writing for students with language and literacy deficits. This approach offers significant benefits for improving literacy skills in children and adolescents.
Area of Science:
- Linguistics
- Education
- Developmental Psychology
Background:
- Reading and writing are complex language-based skills.
- Effective literacy instruction requires an explicit linguistic focus.
- Students with language and literacy deficits benefit from structured approaches.
Purpose of the Study:
- To explore the key components of a multilinguistic structured literacy approach.
- To investigate the integration of morphological awareness in literacy intervention.
- To demonstrate the benefits of this approach for adolescents with literacy deficits.
Main Methods:
- Review of an intensive 2-week clinical summer camp (Camp CHRONICLE).
- Utilized a multilinguistic structured literacy intervention model.
- Integrated morphological awareness strategies.
- Included three case examples of adolescents with literacy deficits.
Main Results:
- The multilinguistic structured literacy approach with morphological awareness was effective.
- Participants showed improvements in reading and writing skills.
- Case examples illustrated positive outcomes.
Conclusions:
- Multilinguistic structured literacy intervention with a morphological focus is beneficial.
- This approach is ideal for improving literacy in children and adolescents with deficits.
- Explicit linguistic and morphological instruction is crucial for literacy development.
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