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Abstract
This capstone project addresses the need for improved literacy instruction in secondary education, focusing on the Science of Reading’s application to morphology. With an alarming increase in literacy problems among U.S. students, research-based strategies are necessary. This project originates from observations in an 8th-grade classroom where most students performed below grade level on assessments, and the initiative to apply Science of Reading strategies from EDUC358 (Literacy Strategies). In order to support struggling students, the student teacher developed a morphology teaching demo that emphasized prefixes and root words relevant to the curriculum. The lesson included a pre-lesson worksheet, a Kahoot game, a slideshow, and a collaborative word-sorting activity. The teacher assessed student progress through a post-lesson quiz and collected reflections. Results showed that most students successfully identified prefixes and root words, demonstrating increased recognition of morphemes. After the demo, many students improved their morpheme comprehension and shared positive feedback on the lesson’s engaging activities. These findings suggest that short, interactive activities help students understand abstract linguistic concepts more effectively. The project highlights the need for consistent grammar and literacy instruction in secondary curricula. Schools should integrate frequent, concise morphology lessons rather than relying on students using lists of morphemes during tests. However, time constraints and strict curricula make it difficult to implement Science of Reading strategies. This project demonstrates how these strategies effectively support struggling readers in secondary classrooms.