The effectiveness of a morphological awareness (MA) intervention program on reading fluency and accuracy performance was examined in 40 students with reading disabilities in fourth to sixth grade, ranging in age from nine to 12 years old (M = 10.51, SD = 0.89). The study used an experimental pre–post design consisting of a morphological intervention group and a comparison group. Students participating in the 15‐week intervention program showed an advantage over comparison group students in all measures. Their improvement in MA resulted in a better reading fluency and accuracy performance as well as a significant change in reading level according to national norms. The results suggest that disabled readers can benefit from morphological intervention and use morphological cues in reading.

中文翻译：

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形态意识：一种提高阅读障碍学生希伯来语阅读流利度和准确性的工具

对40名4至6年级阅读障碍的学生进行了形态学意识（MA）干预计划对阅读流畅度和准确性表现的有效性，年龄从9岁到12岁不等（M = 10.51，SD= 0.89）。该研究采用了由形态干预组和对照组组成的实验前设计。参加15周干预计划的学生在所有方面均显示出优于对照组学生的优势。他们对MA的改进使阅读流利性和准确性表现得更好，并且根据国家规范阅读水平也发生了显着变化。结果表明，残疾阅读者可以从形态干预中受益，并在阅读中利用形态线索。