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The present study examined the developmental relationship between morphological awareness (MA) and reading comprehension (RC) using a 2-year and four-wave cross-lagged design with a sample of 149 Chinese children (80 males and 69 females). We measured children's MA, word reading (WR), and RC from T1 to T4, in addition to phonological awareness, vocabulary knowledge, and general cognitive ability at T1 as control measures. Four plausible cross-lagged models were assessed and compared to examine the direction of the developmental relationships between MA and RC over time. Results found support for a reciprocal-causation model, that is, MA stably predicted subsequent RC, and the reverse relation was also found. Longitudinal mediation analyses revealed that WR partially mediated the relationship between MA and RC in Chinese children. These findings extend our understanding of the relationship between MA and RC. The practical implications for these two developing skills in Chinese children are discussed.
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