Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context

The study reported in this paper was part of a large project that examined Singaporean children’s biliteracy development. The project was supported by a grant from the Office of Education Research of National Institute of Education, Nanyang Technological University (grant number: OER 24/10 ZDB). No views expressed in this paper represent those of the funding agency or any author’s affiliated organization.