Improving the Derivational Morphological Skills of a Ninth Grader With Language and Reading Disabilities: A Public School Case Study

Abstract

Purpose This article details the implementation of a morphological awareness intervention program to improve the use and spelling of derivational suffixes (e.g., the “ful” in careful) for a 9th-grade student with a language impairment and reading disability in a public school setting. Method The unpublished morphological intervention program was implemented via a 30-min, once-weekly therapy schedule across 10 weeks. Careful data collection, which included establishment of stable baseline performance on a morphological measure prior to treatment and administration of the same measure during and after intervention, was utilized to measure progress over time. Additionally, pre- and posttreatment measures of morphological awareness and social validity were also administered. Results The participant demonstrated an increase in correct use and spelling of targeted derivational suffixes, and social validity data provided qualitative support of treatment outcomes. Conclusion The treatment program and data collection were successfully conducted in a high school setting and within the confines of a typical public school speech therapy schedule and caseload.