The relationships between two aspects of morphological awareness, vocabulary knowledge, and reading comprehension were examined among 63 Chinese fourth graders. Correlation analysis results showed that both morphological tasks including homophone awareness and homograph awareness were significantly correlated with vocabulary knowledge and Chinese reading comprehension. Multiple regression analysis results further revealed that homophone awareness, instead of homograph awareness, contributed unique variance to reading comprehension after general reasoning ability was controlled. These findings underscore the robust predictive power of morphological awareness in early reading acquisition among Chinese children.
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