ASHA Learning Pass

This session presents a review of the empirical uses of experimenter-created morphological awareness assessment tasks found in recent literature. The presenter summarizes assessments by type of morphemes assessed, type of morphological task employed, intended age ranges, and possible administration modes. The presenter provides a review of important item-level characteristics as well as component morphological skills as a framework for clinicians to use when selecting morphological assessments. The presenter emphasizes the link between morphological awareness and reading skills throughout. The goal of the presentation is to provide clinicians with the relevant information from recent morphological awareness assessment literature for them to feel confident in selecting morphological awareness assessments for their own clients.

This course is a recorded session from the 2022 ASHA Convention Virtual Library (session 2113V).

Related Courses

See more sessions from the 2022 ASHA Convention.

Learning Outcomes
You will be able to:

• Define key morphological awareness assessment terminology
• Compare researcher-created morphological awareness assessments based on criteria such as task type and administration mode
• Summarize the empirical uses of morphological awareness assessment tasks as related to component morphological skills and reading outcomes

Presenter Information

Kelley Nelson-Strouts, MA, CCC-SLP (presenting author) is a doctoral candidate at the University of Kansas. Her primary research interests include morphology, reading assessments, and the implementation of appropriate clinical practices for diverse students. Prior to returning for her PhD, she worked in the Kansas City area as a clinical speech-language pathologist in school and private practice settings.

Financial Disclosures:

• None

Nonfinancial Disclosures:

• None

Dr. Mindy Bridges (non-presenting author) is an Assistant Professor in the Hearing & Speech Department at the University of Kansas Medical Center in Kansas City. Her research interests include the connection between language and reading development and disorders. Dr. Bridges has been involved in multiple federally funded projects investigating the feasibility and efficacy of language-focused interventions for young children at risk for reading disorders.

Financial Disclosures:

• Salaried faculty member at the University of Kansas Medical Center

Nonfinancial Disclosures:

• None

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by the end date below.

Program History and CE Information

Content origination date: November 2022
End date: March 5, 2029

This course is offered for 0.1 ASHA CEUs (Introductory level, Professional area).