PURPOSE Morphological awareness develops throughout formal schooling and is positively related to later reading abilities. However, there are limited standardized measures available for speech-language pathologists (SLPs) to use when assessing morphological awareness in clinical practice. The purpose of this tutorial is to guide clinicians in choosing between researcher-created measures of morphological awareness to use with their school-aged students. METHOD We first summarize previous morphological awareness assessment research and outline important clinical considerations when choosing a morphological awareness assessment for students in early elementary grades and beyond. Second, we highlight item characteristics regarding morpheme type, frequency, shift transparency, and imageability for students in early elementary versus later grades. Third, we discuss the type of tasks (i.e., production, decomposition, and judgment) and administration modes (i.e., oral or written and static or dynamic) available to clinicians assessing the morphological awareness skills of school-aged students. Throughout the tutorial, we reference a hypothetical case study to illustrate how SLPs might apply these suggestions and link morphological awareness assessment to treatment recommendations. CONCLUSIONS This tutorial highlights the importance of including morphological awareness assessments in clinical practice to support oral and written language development. We provide practical guidelines to help SLPs evaluate and choose appropriate morphological awareness assessments for their school-aged students as part of their comprehensive language evaluations and to support intervention planning. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.24545470.

中文翻译：

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研究人员创建的形态意识评估的临床考虑。

目的形态意识在整个正规学校教育过程中不断发展，并且与以后的阅读能力呈正相关。然而，在评估临床实践中的形态意识时，言语病理学家 (SLP) 可以使用的标准化措施有限。本教程的目的是指导临床医生在研究人员创建的形态意识测量方法之间进行选择，以用于学龄学生。方法 我们首先总结以前的形态意识评估研究，并概述为小学早期及以上学生选择形态意识评估时的重要临床考虑因素。其次，我们强调了小学低年级和高年级学生有关语素类型、频率、移位透明度和可形象性的项目特征。第三，我们讨论了临床医生评估学龄学生的形态意识技能时可用的任务类型（即产生、分解和判断）和管理模式（即口头或书面、静态或动态）。在整个教程中，我们引用了一个假设的案例研究来说明 SLP 如何应用这些建议并将形态意识评估与治疗建议联系起来。结论 本教程强调了在临床实践中纳入形态意识评估以支持口头和书面语言发展的重要性。我们提供实用指南，帮助 SLP 为学龄学生评估和选择适当的形态意识评估，作为其综合语言评估的一部分，并支持干预计划。补充材料 https://doi.org/10.23641/asha.24545470。