Purpose This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction. Method The role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA. Conclusion Clinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.

中文翻译：

---

形态意识在双语和识字技能中的重要性：语言病理学家的临床意义。

目的本临床重点文章将重点介绍跨拼字法的形态学意识（MA）的重要性和作用，尤其是其在阅读发展（尤其是双语人群）中的作用。MA支持阅读的获得和发展，超越了其他阅读预测因素，例如语音意识，正字法知识和快速自动命名等。虽然MA有助于解码流畅度，词汇量发展和阅读理解的发展，但是在阅读干预中并不定期进行明确的形态学指导。对于英语学习者（ELs），教学应侧重于提高MA，语义意识和拼写处理，这反过来将对阅读准确性，流利度和理解力产生积极影响。本临床重点文章旨在为言语病理学家提供适用的任务，以测量MA和策略，以指导明确的形态学指导。方法将描述MA在阅读发展中的作用，以及它在其他预测因素之外的重要性及其在阅读发展的理论模型中所起的作用。然后，将跨拼字法描述MA，重点放在跨语言的影响上。最后，将描述测量任务，并根据使用不同的策略和工具明确解决MA的问题讨论临床意义。结论应进一步探讨形态学指导的临床意义并将其纳入当前实践中。关于EL，重要的是，我们必须提供有效而具体的指导，以更好地弥合学术成就方面的差距，并提高整体语言和读写能力。形态学教学应明确，并与其他语言领域结合提供。同样重要的是，利用EL家庭来提高孩子的母语和母语的读写能力。