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Morphological Awareness: Connecting Language Foundations and Academic Literacy Success for Students With Language and

Laura Green1, Julie Wolter2

  • 1Department of Communication Sciences and Oral Health, Texas Woman's University, Denton.

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|June 18, 2025
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Summary

Morphological awareness intervention effectively improves reading and writing for students with language and literacy deficits (LLD). This approach enhances vocabulary, decoding, spelling, and reading comprehension, supporting academic success for those with developmental language disorder (DLD) or dyslexia.

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Area of Science:

  • Linguistics
  • Education
  • Speech-Language Pathology

Background:

  • Students with language and literacy deficits (LLD), including developmental language disorder (DLD) and dyslexia, face significant challenges in reading comprehension and written language.
  • Morphological awareness instruction, focusing on phonology, orthography, semantics, and syntax, is proven to enhance reading and writing outcomes.
  • Understanding word structure (morphology) offers insights into pronunciation, spelling, meaning, and grammar, crucial for literacy development.

Purpose of the Study:

  • To present evidence for a multilinguistic literacy intervention approach centered on morphological awareness.
  • To provide a case-based tutorial for implementing this intervention in academic settings.
  • To demonstrate how morphological awareness can bridge foundational linguistic knowledge with literacy strategies.

Main Methods:

  • Leveraging morphological meaning components to connect phonology, orthography, semantics, and syntax.
  • Integrating morphological awareness into a multilinguistic literacy intervention.
  • Applying the intervention through a case-based example within a classroom curricular unit (individual, small-group, or whole-class).

Main Results:

  • Morphological awareness intervention significantly supports vocabulary acquisition.
  • Intervention improves decoding and spelling abilities in students with LLD.
  • Reading comprehension is enhanced through morphological awareness strategies.

Conclusions:

  • Morphological awareness intervention is effective for students with LLD, including DLD and dyslexia.
  • This metalinguistic strategy, when infused into multilinguistic literacy intervention with academic texts, is a powerful tool.
  • Speech-language pathologists and literacy specialists can utilize this approach to foster literacy success.