Morphological awareness and its relationship with reading performance among children with dyslexia

Abstract

This study reports on the relation between the morphological awareness and reading for eight dyslexic primary school children (04^th and 05^th grades) aged 09 to 10 year. They were chosen on purpose based on given criteria. The exploratory study uses the correlation descriptive method relying on Pearson correlation coefficient. For measurement, we used the morphological awareness test of Lais Ismail and the reading test of Zeddam Hadda. Findings show average statistically insignificant correlations between the degrees of morphological awareness and the degrees of reading, the degrees of grammatical patterns and the degrees of reading, the morphological production and reading, and the judgment of the morphological relation and reading, and a very low statistically insignificant correlation between the degrees of morphological decomposition and the degrees of reading and the choice of morphologically different word and reading.

Therefore, the study recommends opening the field of future studies to investigate the relationship between morphological awareness and reading mechanisms in the normal child and the child with dyslexia, due to its importance in developing the appropriate treatment protocol.