The article presents a summary of the work conducted in French, evaluating the impact of morphology in literacy development. Studies have shown a link between morphological awareness and the level of reading achievement, regardless of phonological awareness. The analysis of the mechanisms of word recognition shows not only 2nd or 3rd graders' sensitivity to morphological units, but also automatic decomposition abilities of written words. In the domain of spelling, there is empirical evidence that morphological information is taken into account and contributes to the level of performance. Finally, an example of morphology instruction for the first year of learning to read and write is presented.