Pathways from morphological awareness to reading fluency: the mediating role of phonological awareness and vocabulary

Abstract The goal of this study was to examine the relation morphological skills with reading fluency in 2nd grade Greek-speaking children and if phonological awareness vocabulary mediate their relation. sample consisted 105 students (46 males; Mage = 7.83 years, SD 3.31). Morphological assessed four tasks, examining inflectional derivational morphology both at an epilinguistic metalinguistic level. Reading oral silent measures. Results path analyses indicated that contributed through multiple pathways, controlling for effect Rapid Automatized Naming. Phonological fully mediated text fluency. Vocabulary partially Furthermore, directly affected Overall, appeared be dynamic varied depending on skill measure Regarding mediating role vocabulary, results showed lower elementary grades a transparent orthography rich system used as activators existing semantic supporting processes.