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.)