Morphological Awareness Strategies to Promote Academic Success at Tier 1 Through Interprofessional Collaboration

Abstract

Purpose Many school-based speech-language pathologists (SLPs) are interested in interprofessional collaborations with teachers to provide classroom-based services but are often unsure how to design and implement these services in a way that will meet teachers' curricular standards and serve the specific language needs of students. The purpose of this article is to provide SLPs an interprofessional model for providing quality classroom-based language–literacy instruction that facilitates language success for children with and without language–literacy deficits using a morphological awareness strategy approach. Conclusion The 8-week teacher–SLP collaborative classroom model focused on morphological awareness to improve 3rd-grade vocabulary, reading, and writing presented in this article provides a framework for implementing classroom-based services relevant to the curriculum.