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The purpose of this study was to examine the development of morphological and phonological awareness and their impact on later reading skills. Two training programs (morphological and phonological awareness) were conducted in kindergarten and were compared to no-intervention control group. Phonological and morphological tests and other general abilities were measured for 90 children at kindergarten as pre and post intervention tests. Tests in reading and spelling were carried out at the middledoi:10.4236/psych.2014.58103 fatcat:76uj47mqenfz3ig74rtdgox6k4