In addition to addressing essential curriculum, today's content-area teachers are encouraged to emphasize literacy skills that are tailored to their respective disciplines (Houseal, Gillis, Helmsing, & Hutchison, 2016) as a means of developing students' abilities to read, write, and speak as disciplinary apprentices (Shanahan & Shanahan, 2012). Word learning is a fundamental component of this new emphasis. Word learning is critical as adolescents are expected to "grow their vocabularies through a mix of conversations, direct instruction, and reading" and "determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases" (National Governors Association Center & Council of Chief State School Officers, 2010, "Regular Practice With Complex Texts" section, para. 2). A promising word learning approach that can be tailored to any content area is morphological instruction

Adolescents often learn science vocabulary through reading. This vocabulary is frequently characterized by multisyllabic words derived from Greek and Latin roots. While most adolescents have acquired the decoding skills to read these multisyllabic words, many students, particularly those with disabilities, cannot engage in independent word learning because they lack the skills to decode these multisyllabic words. Graphomorphemic elements of words, including affixes, support effective decoding and can eventually support word learning. This article describes an approach used to identify the most frequently occurring, stable affixes within science words so that they could be used in "big word" decoding instruction. To illustrate the approach, a subset of high frequency science words and a list of high utility, stable affixes are provided.

Purpose The purpose of our tutorial is to provide a set of fundamental, research-based guidelines for speech-language pathologists (SLPs) who want to begin the process of creating culturally supportive settings that foster adolescent literacy development. Method Pertinent literature related to culturally relevant literacy practices for SLPs is reviewed. SLPs perceived barriers to providing general literacy services in schools and levels of cultural competence are identified, along with articles that support service ideas to meet the literacy-based needs of culturally diverse students on our caseloads. Results Drawing on the literature base and our collective research and clinical experiences, we propose four key guidelines SLPs can adopt to support their initial efforts in building culturally supportive settings: develop a shared vocabulary and accompanying concepts, curate and use culturally relevant texts, establish ongoing dialogue with key groups, and set high expectations. Conclusions SLPs are in a unique position to provide services that enable students from all cultural backgrounds to successfully support literacy development. Clinical applications of the guiding principles are provided.