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Friday

3:00 PM – 3:45 PM EDT

Morphological Interventions Delivered by S-LPs and Educators for Kindergarten to Grade Three Students

The language used in the description reflects the language of the session.

Authors:

Basiliki Passaretti, MA, Reg. CASLPO, S-LP(C), McMaster University; Peter Cahill, MSc., Reg. CASLPO, S-LP(C), McMaster University; Annie Jiang, B.Sc., McMaster University; Tiffany Gallager, PhD, Brock University; Lyn Turkstra, PhD, McMaster University; Wenonah Campbell, PhD, McMaster University.

The ability to read is key to students’ academic success and well-developed morphological skills are an essential component of learning to read. Educators and S-LPs share the responsibility for effective literacy instruction with the combined expertise of the S-LP and educator ideal for language and literacy achievement. S-LP-educator collaboration may be a critical component of morphological interventions implemented in a classroom setting. A scoping review was conducted to describe morphological interventions and S-LP-educator collaborative practices with the specificity required to inform day-to-day practice. Data on the components of morphological interventions delivered in classrooms and S-LP-educator collaborative practices will be presented.

Level

Introductory

Intended Audience

Speech-Language Pathologists

Age Group(s)

Pre-School (0-4), School Aged (5-17)