Abstract
We examine how phonological awareness and morphological awareness develop across early childhood and discuss the implications of these developmental trajectories for literacy instruction. Drawing on previous research, we highlight that these cognitive-linguistic skills develop in predictable progressions. We argue that understanding these developmental trajectories is essential for designing literacy instruction that is both evidence-based and developmentally appropriate.
Keywords
Early literacy development, Cognitive-linguistic skills, Science of Reading, Phonological awareness, Morphological awareness
Date of this Version
5-2026
DOI
10.5703/1288284318629
Recommended Citation
Shin, Hyohyun and McBride, Catherine, "Developmental Trajectories of Phonological and Morphological Awareness: Implications for Literacy Instruction" (2026). Science of Reading. Paper 14.
http://dx.doi.org/10.5703/1288284318629