Morphological Knowledge: Opportunities for Collaboration through Multitiered System of Supports

Autor/inn/en	Meaux, Ashley Bourque; Diehm, Emily; Collins, Ginger
Titel	Morphological Knowledge: Opportunities for Collaboration through Multitiered System of Supports
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 3, S.515-530 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meaux, Ashley Bourque)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Morphology (Languages); Elementary School Students; Speech Language Pathology; Allied Health Personnel; Positive Behavior Supports; Regular and Special Education Relationship; Teacher Collaboration; Intervention; Vocabulary Development; Progress Monitoring + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Lehrerkooperation; Wortschatzarbeit
Abstract	Purpose: The study of morphological knowledge and its role in literacy development for early elementary students is growing. The aim of this tutorial is to illustrate the role a school-based speech-language pathologist (SLP) has as a collaborative partner in multitiered system of supports (MTSS) in elementary for morphological knowledge. Method: This tutorial presents the role of morphology in the English writing system and the documented benefit of morphological interventions to support students' oral and written language development. Next, the role of morphology in literacy development as it appears in curricular standards is highlighted. Lastly, strategies are provided for how SLPs can be part of a collaborative educational team to increase morphological knowledge in early elementary school within an MTSS framework. Conclusion: Given school-based SLPs' language and literacy expertise, we are well suited for engaging in collaborative partnerships in the school setting to increase academic outcomes. The information presented in this tutorial provides a guide to establish collaborative partnerships within educational teams to support morphological knowledge development through all MTSS tiers. Additionally, the need for further evidence to support the role of morphological knowledge in literacy development is presented. (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