Morphological Awareness Intervention: Study of a Child with a History of Speech and Language Impairment

Autor/inn/en	McLeod, Angela N.; Apel, Kenn
Titel	Morphological Awareness Intervention: Study of a Child with a History of Speech and Language Impairment
Quelle	In: Communication Disorders Quarterly, 36 (2015) 4, S.208-218 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740114560371
Schlagwörter	Speech Impairments; Language Impairments; Young Children; Intervention; Reading Difficulties; Early Reading; Reading Skills; Morphology (Languages); Case Studies; Program Effectiveness; Morphemes; African American Students; Pretests Posttests; Phonetics; Decoding (Reading); Goldman Fristoe Test of Articulation; Preschool Language Scale + Suchen Sie Ihr Suchwort? Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Frühe Kindheit; Reading difficulty; Leseschwierigkeit; Frühlesen; Reading skill; Lesefertigkeit; Morphology; Morphologie; Case study; Fallstudie; Case Study; Morphem; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Phonetik; Fonetik; Dekodierung
Abstract	We investigated the effect of a morphological awareness intervention on the morphological awareness and reading skills of a 6-year-old student who was struggling with early reading skills and had a history of speech and language impairment. We conducted a 7-week intervention designed to increase the student's awareness of affixes and the meaning relations between base words and their inflected and derived forms. The student received twenty-five, 35-min sessions, typically receiving three to four sessions per week. Results revealed clinically relevant gains in morphological awareness abilities and word-level (sight word) reading skills. Gains were noted in pseudoword reading and reading comprehension, but they did not reach clinically relevant levels. The results of our case study suggest that our relatively short, but somewhat intensive, morphological awareness intervention led to clinically relevant gains in morphological awareness skills and word-level reading abilities for our 6-year-old student with a history of speech and language impairment. Initial clinical implications, limitations of the study, and research suggestions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01