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The role of the morphological structure of words in reading acquisition has not been sufficiently investigated. The very few reading acquisition models which include this language dimension consider that morphology intervenes quite late in the acquisition process, after the child masters the phonological mediation of written words (third grade) .
We present some longitudinal data from first through second grade, including data from a third-grade control group, which shows that the reading level reached by beginning first graders is associated with their implicit morphological knowledge. In second and third grades, we observed an interaction between explicit morphological knowledge and reading level, which partially corro- borates previous findings.
The discussion focuses on the implicit/ explicit dimensions of the tasks used, and the importance of incorporating morphological knowledge in the early stages of reading acquisition models.
