Morphological Knowledge: Opportunities for Collaboration Through Multitiered System of Supports

Area of Science:

• Linguistics
• Education
• Speech-Language Pathology

Background:

• Morphological knowledge is crucial for literacy development in early elementary students.
• The role of morphology in literacy is increasingly recognized in educational standards.
• School-based speech-language pathologists (SLPs) possess expertise relevant to language and literacy.

Purpose of the Study:

• To illustrate the collaborative role of SLPs in supporting morphological knowledge within elementary multitiered systems of supports (MTSS).
• To highlight the importance of morphology in the English writing system and its impact on oral and written language.
• To provide practical strategies for SLPs to integrate into collaborative educational teams.

Main Methods:

• Reviewing the role of morphology in the English writing system.
• Examining the benefits of morphological interventions for language development.
• Analyzing the inclusion of morphology in literacy curricula and standards.
• Presenting collaborative strategies for SLPs within an MTSS framework.

Main Results:

• Morphological interventions can significantly benefit students' oral and written language.
• Morphology is an integral component of literacy development as reflected in educational standards.
• SLPs are well-positioned to lead collaborative efforts in enhancing morphological knowledge.

Conclusions:

• School-based SLPs' expertise makes them ideal partners in educational teams to boost academic outcomes.
• This tutorial offers a framework for SLPs to foster morphological knowledge across all MTSS tiers.
• Further research is needed to solidify the link between morphological knowledge and literacy development.