Language and literacy development are tightly interwoven, and as students progress through school, literacy demands become increasingly challenging. Morphological instruction has been shown to benefit all students and to hold particular value for struggling readers and students experiencing language and literacy difficulties. While morphology has gained considerable attention with the science of reading movement, there is a paucity of empirical research which has examined this element of literacy instruction within the Irish context. The introduction to this paper explores the role of morphological awareness on school-aged language and literacy development. A brief review of the literature pertaining to morphological interventions is presented, alongside a discussion of the instructional practices which have been shown to promote literacy achievement and student engagement in the context of struggling readers. Next, the elements of a morphological analysis intervention (MAI), implemented as part of a small-scale action research study in an Irish primary school, are presented. The participants of this research study included 4th class students who were learning English as an additional language and who were experiencing significant, concurrent difficulties with language and literacy. The content and structure of this morphological analysis intervention (MAI) are discussed in relation to the instructional approaches employed to promote students’ morphological awareness and support their application of a morphological analysis strategy to decode and infer the meaning of multimorphemic words. A framework for implementing morphological instruction as part of a structured literacy intervention is provided, with concrete examples of intervention activities drawn from the extant research literature.