The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists

2020 ◽  
Vol 51 (3) ◽  
pp. 572-588 ◽  
Author(s):  
Keisey Fumero ◽  
Sana Tibi
Keyword(s):  
English Learners ◽  
Reading Development ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Orthographic Knowledge ◽  
Clinical Implications ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Morphological Instruction

Purpose This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction. Method The role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA. Conclusion Clinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.

scholarly journals Conclusion: Perspectives on Language, Literacy, and Deafness

2019 ◽  
Vol 9 (4) ◽  
pp. 286
Author(s):  
Peter V. Paul ◽  
Faisl Alqraini
Keyword(s):  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Second Language Learners ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Decoding Skills ◽  
Literacy Learners ◽  
English Literacy

As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.

Linguistic precocity and the development of reading: The role of extralinguistic factors

1995 ◽  
Vol 16 (2) ◽  
pp. 173-187 ◽  
Author(s):  
Philip S. Dale ◽  
Catherine Crain-Thoreson ◽  
Nancy M. Robinson
Keyword(s):  
Reading Instruction ◽  
Reading Development ◽  
Literacy Skills ◽  
Book Reading ◽  
Second Phase ◽  
Language And Literacy ◽  
Two Phase ◽  
Verbal Abilities ◽  
Superior Level

ABSTRACTThe language and literacy skills of 21 children (aged 6;6), who were selected for linguistic precocity at age 1;8, are reported here. Verbal abilities remained high, and in contrast to the findings at 4;6 (reported in Crain-Thoreson & Dale, 1992), reading achievement is now at a superior level. Overall, the results are consistent with a two-phase model of reading development, in which the second phase is more closely related to language ability than the first. Phonological awareness, as indexed by a phoneme deletion task, appears to emerge as a consequence, rather than a cause, of early reading. There also appears to be a complex relationship among early interest in reading, instruction, and reading development. Differences in child interest in books and book reading may evoke variation in literacy-relevant experiences.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

On the nature of morphological awareness in Japanese–English bilingual children: A cross-linguistic perspective

2012 ◽  
Vol 16 (1) ◽  
pp. 49-67 ◽  
Author(s):  
YUKO HAYASHI ◽  
VICTORIA A. MURPHY
Keyword(s):  
English Learners ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Bilingual Children ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Japanese Learners ◽  
Reciprocal Transfer ◽  
Japanese English

While morphological awareness has received much attention to date, little is understood about how morphological awareness develops within bilingual children learning typologically different languages. Therefore, we investigated children's knowledge of inflections and derivations in Japanese and English, and also asked whether morphological awareness in one language predicted morphological awareness in the other. To that end, 24 Japanese learners of L2 English (ESL) and 21 English learners of Japanese as a heritage language (JHL) were recruited and participated in a range of tasks assessing both vocabulary and morphological knowledge. Cross-linguistic contributions of morphological awareness were identified in both directions (Japanese ↔ English), after controlling for age, IQ, and vocabulary knowledge. This bidirectional transfer was, however, identified only in the ESL group. The group-specific and reciprocal transfer observed is discussed in terms of morphological complexities and relative competence in each language. The potential role of different types of L2 instruction in morphological development is also discussed.

Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial

2017 ◽  
Vol 55 (1) ◽  
pp. 117-143 ◽  
Author(s):  
Leslie M. Babinski ◽  
Steven J. Amendum ◽  
Steven E. Knotek ◽  
Marta Sánchez ◽  
Patrick Malone
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
English Learners ◽  
Controlled Trial ◽  
High Impact ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Randomized Controlled ◽  
School Year ◽  
Teacher Professional

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers’ implementation of high-impact instructional strategies and students’ language and literacy skills.

The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood

2017 ◽  
Vol 14 (2) ◽  
pp. 100-123
Author(s):  
Alejandro Cuza ◽  
Lauren Miller ◽  
Adrian Pasquarella ◽  
Xi Chen
Keyword(s):  
Service Learning ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Heritage Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Language And Literacy ◽  
Learning Program

The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.

Structured Literacy Intervention for Students With Dyslexia: Focus on Growing Morphological Skills

2020 ◽  
Vol 51 (2) ◽  
pp. 336-344 ◽  
Author(s):  
Karen A. Fallon ◽  
Lauren A. Katz
Keyword(s):  
Academic Success ◽  
Morphological Awareness ◽  
Research Literature ◽  
Language Impairments ◽  
Written Language ◽  
Literacy Intervention ◽  
Evidence Based ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Morphological Skills

Purpose Structured literacy (SL) is an umbrella term used by the International Dyslexia Association that refers to evidence-based instructional approaches that incorporate all aspects of spoken language into the teaching of reading, spelling, and writing ( International Dyslexia Association, 2016 ). SL has gained prominence in the field of reading but is less familiar to speech-language pathologists. This tutorial seeks to describe SL with specific attention to the morphological component. Using current research literature combined with descriptions of specific therapeutic practices, this tutorial offers research-informed, clinical strategies for facilitating the development of morphological skills in students with spoken and written language impairments including dyslexia. Method In this tutorial, the authors focus on the research literature and clinical applications related to the topics of (a) spoken and written language impairments, including dyslexia; (b) SL intervention; (c) intervention in the areas of morphological awareness and analysis; and (d) the promotion of academic success in students who struggle with language and literacy. Conclusions SL is a term used to unify and describe evidence-based principles and components that should be included in all effective reading and writing instructions. Among other linguistic skills, morphology holds a prominent place in SL. It is critical that speech-language pathologists become familiar with SL and the evidence-based practices for growing these students' morphological awareness skills in order to promote language and literacy success.

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