This study was designed to examine the effects of an intervention program aimed at improving reading, spelling, and vocabulary skills through linguistically explicit instruction in morphological awareness. Sixteen children, diagnosed with language impairment, participated in this study. Instruction for the experimental group focused on increasing their knowledge of the morphological structure of words and teaching them to apply this information to reading, spelling, and vocabulary tasks. The control group was exposed to the same treatment stimuli, but no attention was given to the semantic or orthographic changes associated with the use of the affixes. Participants in the experimental group made significantly greater gains in both spelling and vocabulary skills than did the control group with large effect sizes noted on the experimental measures. The participants also demonstrated the ability to generalize this information to untaught words as well. The results suggest that linguistically explicit instruction in morphological awareness is beneficial for improving the literacy and language skills of children with language impairment.