Morphological instruction for children who are deaf or hearing impaired

If you have students on your caseload who are deaf or hearing impaired (DHH) and demonstrating difficulties with morphology in reading comprehension, expressive language, and/or spelling, see this systematic review. This article identifies 13 papers all on morphological skills and/or instruction for the DHH population (kids ages 3–21 years). For SLPs, it's nice to have resources with all the current available evidence on one topic in one paper. Overall, the authors found that “explicit morphological or morphographic instruction may be a potentially positive practice, along with morphology instruction implemented using signed communication, particularly fingerspelling."
From the reviewed articles, “... all of the research teams recommended that students who are DHH would benefit from morphological or morphographic instruction.” The intervention studies targeted both derivational morphology (e.g. adding the noun-to-adjective suffix -al to the ends of words like dismissal) and inflectional morphology (e.g. work/works/working). One study paired morphological training with phonological training, resulting in greater benefits to speech perception and grammar skills, compared to either training alone. 

See: Trussell, J.W., Easterbrooks, S.R. (2016). Morphological Knowledge and Students Who Are Deaf or Hard-of-Hearing. Communication Disorders Quarterly. doi: 10.1177/1525740116644889