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OBJECTIVE	The purpose of this study was to examine a dynamic assessment with graduated prompts to assess morphological awareness and determine whether such a task was related to third-grade literacy success .
METHODS	A dynamic assessment of morphological awareness was adapted and administered to 54 third-grade students in addition to a norm-referenced language and literacy battery .
RESULTS	A dynamic assessment of morphological awareness measured a range of performance including that of emerging morphological awareness abilities and provided rich linguistic insights for how best to scaffold and prompt for such a skill .
RESULTS	In addition , the dynamic morphological awareness measure was found to be significantly related to , and to contribute unique variance to , reading comprehension abilities .
CONCLUSIONS	These results suggest that morphological awareness is an important factor to consider when addressing students ' literacy performance in early elementary school and that dynamic assessment appears to be a clinically valuable tool when examining early morphological awareness abilities .

