In this third installment of Child Language Case Studies, Margo Kinzer Courter, MA, CCC-SLP, BCS-CL, follows Samantha, an 8-year-5-month-old second grader with ongoing challenges in morphological awareness that are impacting multiple areas of language and literacy. Samantha’s profile highlights how difficulty with inflectional morphemes can affect phonological awareness, morphosyntax, and semantics, with ripple effects into reading, spelling, and overall comprehension.
Through this real-world case, Margo walks you through how weaknesses in plural /s/, verb tense markers, and possessive -s interfere with understanding grammatical forms and meaning. You will see how these breakdowns show up in both spoken and written language, and why they so often complicate literacy development in the early elementary years.
The session focuses on practical, therapy-ready strategies for targeting morphological awareness in intervention, along with clear examples of how to support carryover into the classroom. Because a child’s primary work is school, this case also emphasizes meaningful collaboration with educators so language goals align with academic expectations. You will leave with a clearer framework for assessment, intervention planning, and interdisciplinary support when morphology is a core area of need.
This case is part of the Child Language Case Studies series, which examines each core language domain through real clinical profiles, with most cases featuring younger students and one focused on an older learner.
Through this real-world case, Margo walks you through how weaknesses in plural /s/, verb tense markers, and possessive -s interfere with understanding grammatical forms and meaning. You will see how these breakdowns show up in both spoken and written language, and why they so often complicate literacy development in the early elementary years.
The session focuses on practical, therapy-ready strategies for targeting morphological awareness in intervention, along with clear examples of how to support carryover into the classroom. Because a child’s primary work is school, this case also emphasizes meaningful collaboration with educators so language goals align with academic expectations. You will leave with a clearer framework for assessment, intervention planning, and interdisciplinary support when morphology is a core area of need.
This case is part of the Child Language Case Studies series, which examines each core language domain through real clinical profiles, with most cases featuring younger students and one focused on an older learner.
