Typical instruction treats words like "does" "been" "your" "people" and "sign" as irregular spellings because it teaches about grapheme-phoneme correspondences, but not how those links are governed by spelling-meaning correspondences from morphology (bases and affixes) and etymology. Without addressing the role of meaning, instruction forces those with poor phonological awareness and orthographic memory to leverage their weaknesses, but not their relative strengths. Attendees will see how Structured Word Inquiry (SWI) (Bowers & Kirby, 2010) uses the morphological matrix, word sums and etymology to make sense of grapheme-phoneme correspondences in such words. This talk will show how this instruction fits with current models of reading and instructional research. Bowers will show how teaching morphological families with these tools allows struggling students to study at their intellectual level instead of their reading level and how these tools can be leveraged for oral and written language at the supra-lexical level. Bowers will also introduce the new “sentence matrix” as a way of understanding sentence structure.