School-Based Speech-Language Pathologists' Knowledge/Use of Morphological Awareness Instruction: Results of a Survey

Abstract

Purpose This study was conducted to gain a better understanding of the role that morphological awareness instruction plays in school-based speech-language pathologists' (SLPs) clinical practice. Issues related to their knowledge and use of morphological awareness instruction and their overall level of satisfaction with this type of treatment were examined in the survey. Method Members of the School-Based Issues Special Interest Group 16 responded to an invitation to complete an electronic survey related to morphological awareness instruction. Results The majority of the survey participants did report using morphological awareness instruction within their clinical practice. SLPs were most likely to provide morphological awareness instruction to clients in the elementary grades diagnosed with either a language learning disability or specific language impairment. Specific activities used varied across survey participants, but the majority expressed a high level of satisfaction with this type of intervention. Conclusion Data from the current survey reveal that many SLPs recognize the benefits of morphological awareness instruction. Educational and clinical implications are discussed.