Morphological assessment considerations (Nelson-Strouts & Bridges, 2023)

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. (2023). Clinical considerations from researcher-created morphological awareness assessments. Language, Speech, and Hearing Services in Schools. Advance online publication. https://doi.org/10.1044/2023_LSHSS-23-00006

目的：形态意识的发展贯穿于正式的学校教育，且与后续的阅读能力呈正相关。然而，对于言语语言治疗师（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极为有限。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提供指导。方法：我们首先总结了以往形态意识评估研究的相关内容，并概述了在选择适用于小学低年级及以上的学生形态意识评估时的重要临床考量。其次，我们强调了针对小学低年级与高年级学生在语素类型、频率、转变透明度和形象性方面的项目特征。第三，我们讨论了评估学龄学生形态意识技能时可用的任务类型（即生产、分解和判断）以及实施模式（即口语或书面及静态或动态）。在整个教程过程中，我们通过一个假设案例研究来阐述言语语言治疗师如何应用这些建议，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，以帮助言语语言治疗师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的关键特征总结，按研究组织。Nelson-Strouts, K. E., & Bridges, M. S. (2023). 研究者创建形态意识评估的临床考量。语言、言语和听力服务在学校。在线预发表。https://doi.org/10.1044/2023_LSHSS-23-00006