In many Special Educational Needs (SEN) classrooms, literacy can feel like a mountain to climb, for both students and educators. Foundational language concepts such as prefixes, suffixes, and base words are often abstract in nature, and students with learning differences may struggle to grasp them through traditional instruction alone. These concepts need to be broken down in ways that are not only clear, but also accessible, engaging, and memorable.

Recognising this challenge, our Resource Development (RD) team set out to design a hands-on, game-based solution that could support students meaningfully. The result was a Morphology Board Game (MBG), a learning tool created specifically for students aged 7 to 17 with learning differences. The aim was simple yet purposeful: to reinforce morphology concepts through play, interaction, and multisensory engagement, while maintaining strong instructional value.

Why Morphology, and Why Manipulatives?

Morphology, the study of word parts, is a foundational literacy skill that supports decoding, spelling, and vocabulary development. When students understand how words are constructed, they are better equipped to tackle unfamiliar vocabulary, infer meaning, and make sense of complex texts.

However, for students with dyslexia, ADHD, and other learning differences, traditional approaches such as worksheets or rote memorisation are not always effective on their own. These students often benefit from instruction that is structured, explicit, and multisensory.

With this in mind, the MBG was designed to actively engage multiple senses. By incorporating movement, visuals, tactile elements, and verbal interaction, the game supports different learning profiles while making revision less intimidating. Importantly, the MBG is intended as a review tool, used after morphology concepts have already been taught, allowing students to consolidate and apply their learning in a low-pressure, enjoyable way.

About the Board Game

The MBG is designed to be interactive, structured, and motivating. It includes the following components:

• A colourful game board with built-in instructions that guide students step by step
• Question and challenge cards that prompt students to recall knowledge, think critically, and problem-solve
• Dice that introduce movement and an element of chance, helping to sustain interest
• A buzzer that encourages active participation and friendly competition

The game can be adapted for small-group or guided classroom settings and allows teachers to adjust pacing and difficulty based on student needs. Its flexible design makes it suitable for a wide age range and varying literacy levels, while still keeping learning goals at the forefront.

Teacher Reflections: What Happened in the Classroom After piloting the MBG across several classrooms, we gathered feedback from teachers who used it over multiple sessions. The responses were encouraging and highlighted both academic and behavioural benefits.

“It made morphology feel less intimidating. Students were more open to trying, even if they weren’t sure.”
— Educational Therapist (Upper Primary)

“They stayed focused for longer and had fun doing it. One even said, ‘This doesn’t feel like work!’”
— Senior Educational Therapist (Lower Secondary)

“Students were more successful in applying these morphological concepts when deciphering the meanings of new vocabulary.”
— Educational Advisory Member

Across classrooms, teachers commonly observed:

• Increased student engagement during revision activities
• Improved confidence in building and analysing words
• Stronger recall of previously taught morphology concepts

Several teachers also noted that students who were usually hesitant to participate became more willing to attempt answers and contribute during gameplay.

What We Learned

Using a physical, game-based format helped bridge the gap between abstract instruction and practical application. The board game provided students with opportunities to experiment, make mistakes safely, and collaborate with peers; learning experiences that worksheets rarely offer.

The combination of structure and play appeared to reduce anxiety around “getting it wrong” and encouraged students to persevere. Notably, some students shared that they would like more categories of challenge cards, particularly to further develop their problem-solving skills. This feedback has been invaluable and will inform future iterations of the game.

Together, let’s make word learning hands-on and heart-led.

Co-written by: Bella Kho, Janitha Panicker and Soleha Binte Razali