Purpose Reading and writing are language-based skills, and effective literacy instruction/intervention practices should include an explicit linguistic focus. A multilinguistic structured literacy approach that integrates morphological awareness is proven beneficial to improve reading and writing for students with language literacy deficits. The key components of this approach are explored. Method An intensive 2-week clinical summer camp, Camp CHRONICLE, which utilizes a multilinguistic structured literacy intervention model that integrates morphological awareness for adolescents with literacy deficits, is reviewed, and three case examples are included. Conclusion Multilinguistic structured literacy intervention with a morphological awareness focus is an ideal approach to improve literacy skills of children and adolescents with language literacy deficits. Supplemental Material https://doi.org/10.23641/asha.12291029.

中文翻译：

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在多语言结构化读写方法中整合形态意识，以提高阅读和/或语言障碍青少年的识字能力。

目的读写是基于语言的技能，有效的识字教学/干预实践应包括明确的语言重点。事实证明，整合形态学意识的多语言结构化扫盲方法有助于提高语言素养不足学生的读写能力。探索了这种方法的关键组成部分。方法回顾了一个密集的为期2周的临床夏令营，Camp CHRONICLE，它利用多语言结构化扫盲干预模型，该模型整合了对有识字缺陷的青少年的形态意识，并包括了三个案例。结论以形态学意识为重点的多语言结构化扫盲干预是提高语言素养不足儿童和青少年识字能力的理想方法。补充材料https://doi.org/10.23641/asha.12291029。