Integrating morphological awareness in a multilinguistic structured literacy approach to improve literacy in adolescents with reading and/or language disorders

Ginger Collins, Julie A. Wolter, Ashley Bourque Meaux, Crystle N. Alonzo

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: Reading and writing are language-based skills, and effective literacy instruction/intervention practices should include an explicit linguistic focus. A multilinguistic structured literacy approach that integrates morphological awareness is proven beneficial to improve reading and writing for students with language literacy deficits. The key components of this approach are explored. Method: An intensive 2-week clinical summer camp, Camp CHRONICLE, which utilizes a multilinguistic structured literacy intervention model that integrates morphological awareness for adolescents with literacy deficits, is reviewed, and three case examples are included. Conclusion: Multilinguistic structured literacy intervention with a morphological awareness focus is an ideal approach to improve literacy skills of children and adolescents with language literacy deficits. Supplemental Material: https://doi.org/10.23641/asha. 12291029.

Original languageEnglish
Pages (from-to)531-543
Number of pages13
JournalLanguage, Speech, and Hearing Services in Schools
Volume51
Issue number3
DOIs
StatePublished - 2020

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