The purpose of this study was to examine the early growth of morphological awareness and its predictors. We followed 172 English-speaking Canadian children (82 girls, 90 boys, Mage = 75.56 months at the first assessment point) from Grade 1 to Grade 3 and assessed them on nonverbal IQ, phonological short-term memory, phonological awareness, letter knowledge, and vocabulary at the beginning of Grade 1 and on morphological awareness at the end of Grade 1, beginning and end of Grade 2, and beginning of Grade 3. Results of growth curve modeling showed different growth patterns for Word Analogy and Sentence Analogy. In addition, vocabulary and phonological awareness were associated with the initial status of morphological awareness, and phonological awareness and letter knowledge predicted the growth rate of morphological awareness. These findings suggest that code-related skills drive the development of morphological awareness during the early years of literacy instruction.

本研究的目的是检查形态意识的早期发展及其预测因素。我们跟踪了 172 名讲英语的加拿大儿童（82 名女孩，90 名男孩，M岁）= 75.56个月（第一个评估点）从一年级到三年级，并在一年级开始时评估他们的非语言智商、语音短期记忆、语音意识、字母知识和词汇，并在一年级结束时评估形态意识一年级、二年级开始和结束、以及三年级开始。增长曲线建模的结果显示词类比和句子类比的不同增长模式。此外，词汇和语音意识与形态意识的初始状态相关，语音意识和字母知识预测形态意识的增长速度。这些发现表明，在识字教学的早期阶段，与代码相关的技能推动了形态意识的发展。