Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children.

Background: While morphological awareness has been recognized as a fundamental skill in students' literacy acquisition, experimental evidence is still scarce, especially regarding studies during pandemic.

Aim: The aim of the study was to present a scientifically based educational intervention of morphological awareness which was implemented in two mainstream primary schools in Greece during COVID-19 era (2020-2021).

Method: Participants were 72 primary school students (3rd/4th Grades) who were divided into an intervention and a control group per class.