Morphological assessment considerations (Nelson-Strouts & Bridges, 2024)

Purpose: Morphological awareness develops throughout formal schooling and is positively related to later reading abilities. However, there are limited standardized measures available for speech-language pathologists (SLPs) to use when assessing morphological awareness in clinical practice. The purpose of this tutorial is to guide clinicians in choosing between researcher-created measures of morphological awareness to use with their school-aged students.Method: We first summarize previous morphological awareness assessment research and outline important clinical considerations when choosing a morphological awareness assessment for students in early elementary grades and beyond. Second, we highlight item characteristics regarding morpheme type, frequency, shift transparency, and imageability for students in early elementary versus later grades. Third, we discuss the type of tasks (i.e., production, decomposition, and judgment) and administration modes (i.e., oral or written and static or dynamic) available to clinicians assessing the morphological awareness skills of school-aged students. Throughout the tutorial, we reference a hypothetical case study to illustrate how SLPs might apply these suggestions and link morphological awareness assessment to treatment recommendations.Conclusions: This tutorial highlights the importance of including morphological awareness assessments in clinical practice to support oral and written language development. We provide practical guidelines to help SLPs evaluate and choose appropriate morphological awareness assessments for their school-aged students as part of their comprehensive language evaluations and to support intervention planning.Supplemental Material S1. A summary of key characteristics of researcher-created morphological awareness measures, organized by study.Nelson-Strouts, K. E., & Bridges, M. S. (2024). Clinical considerations from researcher-created morphological awareness assessments. Language, Speech, and Hearing Services in Schools, 55(1), 56–68. https://doi.org/10.1044/2023_LSHSS-23-00006

目的：形态意识在正式的学校教育过程中逐步发展，且与日后的阅读能力呈正相关。然而，对于言语语言病理学家（SLPs）而言，在临床实践中评估形态意识时，可用的标准化测量工具有限。本教程旨在指导临床医生在为学龄学生选择研究者创建的形态意识测量工具时作出抉择。方法：首先，我们总结先前关于形态意识评估的研究，并概述在选择针对低年级及以上学生进行形态意识评估时的临床重要考量。其次，我们强调了针对低年级和更高年级学生在词素类型、频率、转换透明度和可识别性等方面的项目特征。第三，我们讨论了评估学龄学生形态意识技能时临床医生可用的任务类型（例如，生成、分解和判断）以及实施模式（例如，口头或书面以及静态或动态）。在整个教程过程中，我们通过一个假设案例研究来展示言语语言病理学家如何应用这些建议，并将形态意识评估与治疗建议相联系。结论：本教程强调了在临床实践中纳入形态意识评估的重要性，以支持口语和书面语言的发展。我们提供了实用的指导方针，帮助言语语言病理学家评估和选择适合其学龄学生的形态意识评估，作为其综合语言评估的一部分，并支持干预计划的制定。补充材料S1：研究者创建的形态意识测量工具关键特征的总结，按研究组织。Nelson-Strouts, K. E.，& Bridges, M. S.（2024）。研究者创建的形态意识评估的临床考量。语言、口语和听力服务在学校的杂志，55（1），56–68。https://doi.org/10.1044/2023_LSHSS-23-00006