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This study investigated the contribution of inflectional morphological awareness to word reading and reading comprehension in the Turkish language. Participants with learning disability, and normally-developing (25 sixth-grades, 25 fourth grades) were given two tasks of inflectional morphological awareness. Furthermore, word reading and reading comprehension were evaluated. It was revealed that possesive inflectional morphology contributed significantly to reading comprehension for students with learning disability, while two inflectional morphology task had a significant contribution to reading comprehension for all students. In conclusion, inflectional morphological awareness may be an important predictor of reading comprehension in Turkish language.
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