Correlation between phonological and morphological awareness and the reading of punctuated and non-punctuated words in Arabic as first language and Hebrew as second language

Phonological and morphological awareness and its correlation with
reading punctuated and non-punctuated words in Arabic as a first language
were examined, as well as its transfer to Hebrew as a second language. Research
participants were 30 fourth grade pupils. Phonological awareness was examined by
phonological decoding of actual and meaningless words. Morphological awareness
was examined by morphological production and distinguishing morphological
relationships. Participants read punctuated, non-punctuated, and meaningless
words. Findings supported hypotheses: phonological awareness and reading words
in Arabic positively correlated with phonological awareness and reading words in
Hebrew and morphological awareness in both languages correlated with accuracy
and speed of reading punctuated and non-punctuated words in Hebrew. Research
findings have practical implications for the reading curriculum in both languages.