Purpose: Derivational morphology plays a crucial role in language development, literacy, and learning abilities, yet its integration into speech-language pathology practice remains inconsistent. This study investigates the knowledge and professional practices of French-speaking speech-language pathologists (SLPs) regarding derivational morphology, with a focus on implicit and explicit knowledge, intervention strategies, and barriers to research engagement. Method: A total of 153 SLPs completed an online survey assessing their theoretical knowledge, clinical practices, and self-perceived competence in derivational morphology. Results: Results indicate significant variability in both knowledge and practice. While 86% of respondents report implementing interventions targeting derivational morphology, explicit knowledge remains limited, particularly regarding fundamental concepts such as “base” and “root.” Self-assessment scores showed a weak correlation with objective knowledge measures, suggesting overestimation of competence. Intervention descriptions revealed inconsistencies, with frequent confusion between goals, activities, and instructional materials. Additionally, 70% of respondents reported not keeping up with morphology research, citing lack of time, insufficient training, and limited access to resources as major barriers. Conclusions: These findings highlight the need for improved training and standardized resources to bridge the gap between research and practice. Developing specialized training programs, enhancing access to evidence-based materials, and fostering interdisciplinary collaboration are essential steps to support the effective integration of derivational morphology into clinical practice. Future research should examine the impact of structured training on SLPs' knowledge and intervention strategies. Supplemental Material: https://doi.org/10.23641/asha.31255417
Duboisdindien et al. (Mon,) studied this question.