Reporting of Classroom-Based Morphological Awareness Instruction and Intervention for Kindergarten to Grade 3 Students in the Literature: A Scoping Review

Autor/inn/en	Passaretti, Basiliki; Turkstra, Lyn S.; Gallagher, Tiffany; Jiang, Annie; Cahill, Peter; Campbell, Wenonah
Titel	Reporting of Classroom-Based Morphological Awareness Instruction and Intervention for Kindergarten to Grade 3 Students in the Literature: A Scoping Review
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 2, S.648-669 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Passaretti, Basiliki) ORCID (Turkstra, Lyn S.) ORCID (Gallagher, Tiffany) ORCID (Jiang, Annie) ORCID (Cahill, Peter) ORCID (Campbell, Wenonah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Morphology (Languages); Reading Instruction; Intervention; Kindergarten; Elementary School Students; Primary Education; Speech Language Pathology; Allied Health Personnel; Evidence Based Practice; Instructional Effectiveness; Teaching Methods; Outcome Measures + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Leseunterricht; Primarbereich; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: The purpose of this scoping review was to document how the literature reports morphological awareness instruction and interventions delivered by speech-language pathologists (SLPs) and/or educators in classroom settings for kindergarten to Grade 3 students. Method: We followed the Joanna Briggs Institute's methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews reporting guidelines. Six relevant databases were searched systematically with article screening and selection completed by two reviewers calibrated for reliability. For data charting, one reviewer extracted content and a second reviewer verified it was pertinent to the review question. Charting for the reported elements of morphological awareness instruction and interventions was guided by the Rehabilitation Treatment Specification System. Results: The database search yielded 4,492 records. After removal of duplicates and screening, 47 articles were selected for inclusion. Interrater reliability for source selection exceeded the pre-established criterion of k = 0.61. Our analysis generated a comprehensive description of the elements of morphological awareness instruction as reported in the included articles. Conclusions: Our findings provide school-based SLPs and educators a systematic means of reviewing the literature to identify key elements of morphological awareness instruction in published articles for application of evidence-based practices with fidelity, thus helping to close the research-to-practice gap. Our manifest content analysis revealed reporting of the elements for classroom-based morphological awareness instruction was varied, and in some cases, underspecified in the articles included in our study. Implications for clinical practice and future research to advance knowledge and promote implementation of evidence-based practices by SLPs and educators in today's classrooms are discussed. (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