Integrating Morphological Awareness in a Multilinguistic Structured Literacy Approach to Improve Literacy in Adolescents with Reading and/or Language Disorders

Autor/inn/en	Collins, Ginger; Wolter, Julie A.; Meaux, Ashley Bourque; Alonzo, Crystle N.
Titel	Integrating Morphological Awareness in a Multilinguistic Structured Literacy Approach to Improve Literacy in Adolescents with Reading and/or Language Disorders
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 3, S.531-543 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collins, Ginger) ORCID (Meaux, Ashley Bourque)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Morphology (Languages); Phonological Awareness; Reading Skills; Writing Skills; Language Impairments; Reading Difficulties; Adolescents; Intervention; Summer Programs; Phonics; Semantics; Syntax; Written Language; Spelling; Writing (Composition); Story Telling; Grade 5 + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reading difficulty; Leseschwierigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sommerkurs; Semantik; Geschriebene Sprache; Schreibweise; Schreibübung; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Purpose: Reading and writing are language-based skills, and effective literacy instruction/intervention practices should include an explicit linguistic focus. A multilinguistic structured literacy approach that integrates morphological awareness is proven beneficial to improve reading and writing for students with language literacy deficits. The key components of this approach are explored. Method: An intensive 2-week clinical summer camp, Camp CHRONICLE, which utilizes a multilinguistic structured literacy intervention model that integrates morphological awareness for adolescents with literacy deficits, is reviewed, and three case examples are included. Conclusion: Multilinguistic structured literacy intervention with a morphological awareness focus is an ideal approach to improve literacy skills of children and adolescents with language literacy deficits. (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