Integrating MA in adolescents with R/LD (Collins et al., 2020)

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.Supplemental Material S1. Sample clinical observation and data sheet: Day 6.Supplemental Material S2. Camp CHRONICLE sample daily lesson plan: Day 4. Collins, G., Wolter, J. A., Meaux, A. B., Alonzo, C. N. (2020). Integrating morphological awareness in a multilinguistic structured literacy approach to improve literacy in adolescents with reading and/or language disorders. Language, Speech, and Hearing Services in Schools, 51(3), 531-543. https://doi.org/10.1044/2020_LSHSS-19-00053Publisher Note: This article is part of the Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement.