The utilities of morphological awareness in first language (L1) literacy acquisition have been well documented. College second language (L2) learners with the need to enhance higher-level language and literacy competencies are of particular interest to literacy research. Therefore, this study reports on a longitudinal study that examines the multilayered relationship between morphological awareness and higher-order literacy skills (reading comprehension and written composition) among college-level English as a foreign language (EFL) learners. One hundred and twenty-one freshman students participated in this study. They finished reading vocabulary and four morphological awareness measurements including morpheme-form knowledge, morpheme-meaning knowledge, morpheme recognition ability and morpheme discrimination ability at the beginning of their college study. Moreover, they were required to complete reading and writing assessments at two additional time points over one academic year. Drawing upon multivariate analyses, the results showed that initial morphological awareness predicted later reading comprehension ability over the course of one academic year after controlling for reading vocabulary knowledge and the autoregressive effect. Although morphological awareness did not have a significant longitudinal effect on written composition after reading vocabulary knowledge and the autoregressive effect were accounted for, the results did exhibit the increasing robustness of the relationship between morphological awareness and written composition across time. In addition, the results verified the significant and longitudinal effect of explicit morphological knowledge (morpheme-form and morpheme-meaning knowledge) on higher-order literacy skills. The current study substantiated that morphological awareness had positive longitudinal relationships with higher-order literacy skills among EFL students. Implications centered on the utilities of morphological awareness components in higher-order literacy acquisition, the operationalization of written composition, and the uniqueness of second/foreign language literacy acquisition.

在第一语言（L1）素养习得中，形态意识的效用已得到了很好的证明。需要提高高级语言和读写能力的大学第二语言（L2）学习者对于读写能力研究特别感兴趣。因此，本研究报告进行了一项纵向研究，该研究考察了大学英语作为外语（EFL）学习者的形态意识与高级识字技能（阅读理解和书面写作）之间的多层关系。一百一十二名新生参加了这项研究。他们完成了词汇量和四个语素意识测量的阅读，包括语素形式知识，语素意义知识，大学学习之初的语素识别能力和语素辨别能力。此外，还要求他们在一个学年的两个额外时间点完成阅读和写作评估。通过多变量分析，结果表明，最初的形态意识可以在控制阅读词汇知识和自回归效应之后的一学年中预测后期的阅读理解能力。尽管阅读词汇知识后形态意识并没有对书面作文产生明显的纵向影响，并且考虑了自回归作用，但结果的确显示了随着时间的推移，形态学意识与作文之间关系的稳健性不断提高。此外，结果证实了明显的形态学知识（词素形式和词素意义知识）对高阶识字能力的显着和纵向影响。当前的研究证实，形态学意识与英语学习者中较高的识字能力之间存在正向的纵向关系。含义集中于形态意识成分在高阶识字习得中的效用，书面写作的可操作性以及第二/外语识字习得的​​独特性。当前的研究证实，形态学意识与英语学习者中较高的识字能力之间存在正向的纵向关系。含义集中于形态意识成分在高阶识字习得中的效用，书面写作的可操作性以及第二/外语识字习得的​​独特性。当前的研究证实，形态学意识与英语学习者中较高的识字能力之间存在正向的纵向关系。含义集中于形态意识成分在高阶识字习得中的效用，书面写作的可操作性以及第二/外语识字习得的​​独特性。