ABSTRACT
The purpose of this chapter is to review research findings that pertain to the development of knowledge of derivational and compounding morphology in childhood and its relation to literacy development. We examine the early manifestations of morphological knowledge through spontaneous word production and experimental tasks. Special attention is paid to cross-linguistic comparisons between native speakers of English and French. We highlight the factors that facilitate or hinder the development of morphological knowledge. We explore how awareness of morphological features, known as morphological awareness, contributes to the development of reading and its associated skills. Finally, we discuss the practical implications of research findings for school instruction.
