Int J Speech Lang Pathol. 2025 Nov 9:1-20. doi: 10.1080/17549507.2025.2582522. Online ahead of print.
ABSTRACT
PURPOSE: This systematic review examined the effectiveness and instructional characteristics of morphological awareness interventions for children aged 3 to 12 diagnosed with Developmental Language Disorder, in English- or Spanish-speaking contexts. It aimed to determine the outcomes of MA interventions and identify the instructional components most supported by evidence.
METHOD: Following PRISMA guidelines, a systematic search was conducted across five major databases (PsycINFO, PubMed, SCOPUS, Web of Science, and ERIC) between September and November 2024. Ten studies published between 1980 and 2024 met the inclusion criteria. The review synthesised results concerning both intervention outcomes and instructional features, using Frizelle and McKean’s (2022) Dose Form Framework.
RESULT: Only four studies reported statistically significant improvements in morphological awareness, with large effect sizes, indicating potential benefits of morphological awareness interventions for children with Developmental Language Disorder. However, many studies lacked rigorous methodology or failed to disaggregate outcomes for children with Developmental Language Disorder, limiting generalizability. Interventions with the strongest evidence base were those using explicit, clinician-directed instruction targeting affix identification and word construction.
CONCLUSION: The findings suggest promising but limited evidence supporting the effectiveness of morphological awareness interventions for children with Developmental Language Disorder. Further high-quality, controlled studies with detailed statistical reporting and consistent diagnostic labelling are needed. Structured, explicit instruction appears to be a critical feature of effective programs and should be prioritised in clinical and educational practice.
PMID:41206861 | DOI:10.1080/17549507.2025.2582522
