Association Between Phonological and Morphological Awareness and Reading Comprehension Among Special Education Children

• In Event: Interventions and Instructional Practices in Special and Inclusive Education

Abstract

This study examines the link between phonological and morphological awareness and reading comprehension among special-education children who attend self-contained special education classes regular Arab elementary schools.
The three hypotheses: The higher the level phonological awareness in Arabic among special education learners, the better their reading comprehension level. The higher the level of morphological awareness in Arabic among special education learners, the better their reading comprehension level. It is possible point to a joint effect a child’s phonological awareness and morphological awareness on reading comprehension abilities.
This study’s findings confirmed all three hypotheses and can understanding the processes underlying phonological and morphological awareness. This may be instrumental in discovering methods for promoting literacy and reading comprehension in special education learners.

Author

• Saied Bishara, Beit Berl College