Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the "binding agent" between orthography, phonology, and semantics (Perfetti, 2007) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

中文翻译：

---

论坛：形态意识是成功实现语言素养的关键因素。

目的本文介绍学校论坛中的语言，语音和听力服务：形态意识是成功实现语言成就的关键因素。该论坛的目标是将形态意识（MA）对整体语言和素养发展的影响与形态学作为拼字法，语音学和语义学之间的“结合剂”（Perfetti，2007年）进行评估和干预，岁的孩子。方法：本简介为马萨诸塞州的发展提供了基础，并探讨了马萨诸塞州在学龄儿童语言和素养发展过程中的影响。通过本论坛的11篇文章的总结，以学校为基础的言语病理学家将能够传达MA的重要性，以促进青少年对幼儿园成功的教育成果。该论坛探讨了研究人员开发的评估，这些评估用于帮助识别处于识字失败风险中的一年级至八年级学生的MA技能水平，以支持教学需求。该论坛还向学校的言语病理学家提供详细信息，以设计和实施MA干预措施，以支持各种语言需求（例如，双语表达，词汇发展，阅读理解）的学龄学生的学业成功。交付模式（例如，小组，基于教室的密集夏令营）。结论MA有效地促进了语言和读写能力的发展，因此，MA可以理想地集中于使用多语言方法进行评估和干预。本期文章强调了评估措施和干预方法的重要性，这些措施和干预方法侧重于学生的MA，以提高所有年龄和能力的孩子的整体学业成就。