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This article highlights the clinical application of morphological awareness intervention to facilitate phonological, vocabulary, reading, and spelling success in children with language and literacy deficits. First, the research-based benefits of morphological awareness instruction are reviewed and current theoretical and research-based perspectives on this type of intervention in school-age children with and without language and literacy deficits are discussed. This is followed by a discussion of some evidence- and theory-based techniques and strategies speech-language pathologists can utilize in their intervention with children who have language and literacy deficits. Finally, a case study is provided of how morphological intervention was applied, and resulting language and literacy outcomes for one eight-year-old child with a speech, language, and literacy deficit are discussed. (Contains 1 table and 1 endnote.)

Background: During the COVID-19 pandemic, redeployed staff whose services were temporarily suspended were offered a range of opportunities for work to support efforts to manage the impact of the pandemic. A new team, known as the Cygnets was established within an existing team SWAN, to provide non-specialist end of life and bereavement care during the COVID-19 pandemic. It is important to evaluate new services and one important component of this is understanding the perceptions of those staff who took on the new role. Aim: To evaluate the service from the perspectives of staff. Method: A purposive sample of 14 NHS staff who had worked as Cygnets during the COVID-19 pandemic took part in three focus groups. Results: The themes identified broadly followed the focus group schedule. Participants considered that overall, they had benefited greatly from the challenge of taking on the Cygnet role, and that this had been a learning experience. Conclusions: This was a rapid response to a need for increased provision of compassionate end-of-life care and was a beneficial experience for staff. More research is required into the broader value of the role within the hospital infrastructure. [ABSTRACT FROM AUTHOR]

This pilot study investigated the impact of an oral narrative intervention program implemented with 24 children who attended a College of Education on campus laboratory school for children with specific language learning difficulties. Oral narratives were elicited before and after treatment and underwent T-unit and story grammar component analyses. The 13 weeks of treatment involved a systematic approach to teaching story grammar components and story organization. Paired sample t-tests were conducted and a significant improvement in number of T-units and use of story grammar components was measured following intervention. These results lend preliminary support to the effectiveness of the narrative intervention implemented in a group setting. (Contains 2 tables.)

We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy instruction and related linguistic knowledge, and we assessed their students' learning across the year. Hierarchical models of student outcomes indicated that lower-performing students in intervention classrooms showed significantly higher levels of performance at year end on all literacy measures, compared with their peers in control classrooms (n = 140). In addition, teacher's linguistic knowledge was related to improved student performance, regardless of condition. Additional analyses including all students (n = 718) indicated that benefits for the lower performing students in intervention classrooms were shared by their classmates, but to a more limited extent.

Using a reliable and broad-based measure of morphological awareness, which tapped knowledge of relational, syntactic, and distributional morphology, we examined the development of morphological knowledge among older elementary students and the relationship of their morphological knowledge to a range of literacy measures. We found that morphological awareness continued to develop from fourth to sixth grade and development was most pronounced when derivational forms required phonological changes to their base words (i.e., phonologically opaque items such as signature/sign). Furthermore, children's skill with phonologically opaque items on our morphological assessment made a unique contribution to real-word and non-word reading, beyond phonological awareness and vocabulary. In the case of comprehension, neither morphological nor phonological awareness accounted for unique variance once vocabulary was considered as a factor. (Contains 6 tables.)

Researchers may not feel equipped to conduct qualitative research with ethnic minority communities in England because they may lack of culturally sensitive research skills. The aim of this paper is to explore how researchers might integrate culturally sensitive research skills into their work. This paper draws on our own experiences of conducting research with African Caribbean communities in England, and from workshops we facilitated with researchers and community representatives. The purpose of the workshops was to establish the most pertinent issues in conducting research with ethnic minority communities in England. We gathered data from the participants and created themes based on the discussions: establishing the need for an inclusive approach to research, issues around recruitment, respecting cultural norms, and dealing with disclosure. (Contains 1 table.)

Objectives: To describe the protocol for a multinational randomised, parallel, superiority trial, in which patients were randomised to receive early high‐dose cryoprecipitate in addition to standard major haemorrhage protocol (MHP), or Standard MHP alone. Background: Blood transfusion support for trauma‐related major bleeding includes red cells, plasma and platelets. The role of concentrated sources of fibrinogen is less clear and has not been evaluated in large clinical trials. Fibrinogen is a key pro‐coagulant factor that is essential for stable clot formation. A pilot trial had demonstrated that it was feasible to deliver cryoprecipitate as a source of fibrinogen within 90 min of admission. Methods: Randomisation was via opaque sealed envelopes held securely in participating Emergency Departments or transfusion laboratories. Early cryoprecipitate, provided as 3 pools (equivalent to 15 single units of cryoprecipitate or 6 g fibrinogen supplementation), was transfused as rapidly as possible, and started within 90 min of admission. Participants in both arms received standard treatment defined in the receiving hospital MHP. The primary outcome measure was all‐cause mortality at 28 days. Symptomatic thrombotic events including venous thromboembolism and arterial thrombotic events (myocardial infarction, stroke) were collected from randomisation up to day 28 or discharge from hospital. EQ5D‐5Land Glasgow Outcome Score were completed at discharge and 6 months. All analyses will be performed on an intention to treat basis, with per protocol sensitivity analysis. Results: The trial opened for recruitment in June 2017 and the final patient completed follow‐up in May 2022. Discussion: This trial will provide firmer evidence to evaluate the effectiveness and cost‐effectiveness of early high‐dose cryoprecipitate alongside the standard MHP in major traumatic haemorrhage. [ABSTRACT FROM AUTHOR]