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Across all the domains of child development, we need to understand the temporal relationship between variables suspected to underpin growth; reading research is no exception. We conducted a preliminary evaluation of the direction of the relationship between children's morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units in words, and their reading accuracy. Participants were 100 Grade 2 children who were tested again in Grade 3. We evaluated thedoi:10.1037/a0029474 pmid:22845830 fatcat:qpdugsr5ovfqbkdlfqghn64id4