Morphological awareness intervention with kindergartners and first- and second-grade students from low socioeconomic status homes: a feasibility study.

Purpose: The effect of a morphological awareness intervention on the morphological awareness and literacy skills of students from low socioeconomic status homes was investigated.

Method: A 9-week intervention designed to increase awareness of affixes and the relations between base words and their inflected and derived forms was conducted with students in kindergarten (n = 19), 1st grade (n = 21), and 2nd grade (n = 21). Groups of 4-5 students were provided with instruction 4 times a week for 25 min a day.