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

Autor/inn/en	Fumero, Keisey; Tibi, Sana
Titel	The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 3, S.572-588 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Fumero, Keisey) ORCID (Tibi, Sana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Morphology (Languages); Metalinguistics; Intervention; Bilingualism; Speech Language Pathology; Teaching Methods; Reading Skills; Reading Comprehension; Vocabulary Development; Naming; Role; Predictor Variables; English Language Learners; Language Processing; Accuracy; Reading Fluency; Task Analysis; Instructional Effectiveness; Academic Achievement; Achievement Gap; Oral Language; Literacy; Native Language; Transfer of Training; Morphemes; Measures (Individuals) + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Metalanguage; Metasprache; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Leseverstehen; Wortschatzarbeit; Rollen; Prädiktor; Sprachverarbeitung; Aufgabenanalyse; Unterrichtserfolg; Schulleistung; Oral interpretation; Mündlicher Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Training; Transfer; Ausbildung; Morphem; Messdaten
Abstract	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. (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