Integrating MA in adolescents with R/LD (Collins et al., 2020)
journal contributionposted on 16.07.2020 by Ginger Collins, Julie A. Wolter, Ashley Bourque Meaux, Crystle N. Alonzo
Any type of content formally published in an academic journal, usually following a peer-review process.
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-19-00053
Publisher Note: This article is part of the Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement.