96x48 Poster Template

1
Morphological Intervention Effectiveness
Evidence from 11 Public School Case Studies Laura
Green, Ph.D. CCC/SLP, Kacie Crowson, M.S.,
Melissa Duncan, M.S., Clarissa Fernandez, M.S.,
Melinda Lifland, M.S., Dora Munoz, M.S., Ilse
Porras, M.S., Katherine Ravey-Daugherty, M.S.,
Heather Robb, M.S., Ava Shaparasti, M.S.,
Kimberly Teer, M.S., Kerin Wortham, M.S., TETN
Program
OPTIONALLOGO HERE
Morphological Intervention Program
Participants and Data
Participants and Data
Participants and Data
Pre/Post Test Syntactic Task

• Individually-administered, 30-item
  fill-in-the-blank
• assessment that measures general knowledge of
  a
• variety of morphological endings
• Provides a target word and sentence and
  participant
• is to fill in the blank with an appropriate
  derived form
• of (Given the word farm My uncle is a
  ________)
• An alpha reliability coefficient of .89 was
  calculated
• for this task in an earlier study (Green, in
  submission )
• 18-item tasks that were similar in format to the
• Syntactic Task, but assessed only the
  morphological
• endings trained in the first 4 units of the
  MIP
• Correctness of both morphological ending use and
  
• spelling were assessed
• Administered twice prior to treatment, following
  units
• 1, 3 and 4, and after a short treatment
  withdrawal (1

5 Fourteen-year old, bilingual
(Spanish-English) male who demonstrated
academic difficulties associated with a
language disorder. He earned a CELF-4 (English)
composite score of 42, an expressive score of
49 and a receptive score of 57. Pre Test
Score 0 Post Test Score 2 6 Fifth
grade , 10-year-old male with a severe
articulation and language disorder and a
learning disability. Medical history is
significant for the presence of an extra
Chromosome (no known Syndrome). He was
classified as language impaired in Kindergarten
and LD in 2nd grade. Pre Test Score 7 Post
Test Score 33 7 Eighth grade, 14-year-old
male with ADHD, for which he is currently not
medicated. At age 7, he qualified for speech
therapy and special education services due to a
language delay and a reading disability.
Pre Test Score 50 Post Test Score
70 8 Sixth grade, 11-year-old Caucasian
male with a learning disability and a language
impairment. Total Language standard score on
the OWLS was 66. Pre Test Score 40 Post
Test Score 80

• Designed to help students in grades 5-10
• with language and literacy difficulties
• Contains 12 units that systematically teach a
• set of derivational morphological endings and
• and provide word, sentence and paragraph
• (reading comprehension) activities
• - Explanation of concept and introduction of new
  endings
• (meanings and spellings)
• - Review of previous suffixes
• - Completion of 3 practice activities
  supplemented by
• scaffolding from the instructor
• - Completion of a reading comprehension activity
  
• containing words from current /previous
  lessons

• 9 Fifth grade, 11-year-old,
• bilingual Hispanic-American
• female who, at age 4, was
• diagnosed with expressive
• and receptive language
• deficits, with expression
• being more impaired than
• comprehension. She was
• also identified as LD.
• Pre Test Score 50
• Post Test Score 77
• 10 (same clinician, 2 students)
• Sixth grade, 12-year-old,
• African -American male with
• a learning disability, who
• received language and

1 Fifth grade, 10-year-old Caucasian male.
He received speech therapy services for
a language disorder and resource services for a
learning disability in reading comprehension and
math reasoning. Pre Test Score 43 Post
Test Score 76 2 Fifth grade, 11 ½
-year-old African American female who
qualified for language services
in the 4th grade. She was diagnosed with
and medicated for Attention Deficit
Disorder. Pre Test Score 47 Post Test
Score 50 3 Third grade, 10-year-old
Hispanic male who repeated first grade and was
home schooled for second grade. He receives
special education services including speech
therapy. Pre Test Score 20 Post Test Score
27 4 Seventh grade , 13-year- old Hispanic
male diagnosed with a learning disability and an
expressive language delay. He was mainstreamed
in the regular education setting and received
ESL services. Speech and language testing in
both Spanish and English indicated average
receptive and below average expressive language
performance. Pre Test Score 27 Post Test
Score 67
Lesson Format
Treatment Probes
Morphological Explanation
Research Design
Example Activity Word Detective
General Participant Characteristics