ABSTRACT
The main goal of this chapter is to discuss and explore an evidence-based model for how morphology may be integrated into the classroom. First, we will explore the research and theory supporting why morphology could and should be taught explicitly and discuss how increased sensitivity to word structure is likely to help reading and writing acquisition. Second, we will address certain current education perspectives whose pedagogical practices are grounded in research studies. More specifically, we will define specific principles that could guide the implementation of morphologically based classroom activities to positively impact student learning. Finally, using the morphological tasks typology presented in Chapter 3, we will show how research-based morphological tasks can be used in the classroom to specifically target components of reading and writing procedures.
