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

Autor/inn/en	Fallon, Karen A.; Katz, Lauren A.
Titel	Structured Literacy Intervention for Students with Dyslexia: Focus on Growing Morphological Skills
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 2, S.336-344 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Evidence Based Practice; Dyslexia; Teaching Methods; Literacy Education; Spelling Instruction; Morphology (Languages); Language Impairments; Written Language; Intervention; Speech Language Pathology; Metalinguistics; Academic Achievement; Language Acquisition; Skill Development + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Teaching method; Lehrmethode; Unterrichtsmethode; Orthographieunterricht; Rechtschreibunterricht; Morphology; Morphologie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Geschriebene Sprache; Metalanguage; Metasprache; Schulleistung; Sprachaneignung; Spracherwerb; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	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. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01