أهمية الوعي الفونو مورفولوجي في تعزيز مسارات تعلم القراءة وتعليمها
There is no doubt that Bouanani Mustafa is one of the prominent linguistic researchers who have sought to highlight the significance of phonological and morphological awareness as a fundamental starting point in enhancing reading learning and teaching strategies. This endeavor relies on modern cognitive, linguistic, neurological, and psychological approaches. In this context, this research paper aims to discuss the reading skill, which Bouanani considers a pivotal activity in the child’s learning pathway and the development of their cognitive abilities across all educational domains. Reading is not merely a mechanical act; rather, it is a process that requires a complex interaction between perception and linguistic knowledge. Consequently, this activity can only be effective with the learner's awareness and ability to perceive sound articulations and their pronunciation, as well as their understanding of morphological structures and how to engage with them. This complexity arises from the multifaceted nature of linguistic construction; reading is a complicated process that unfolds through gradual stages closely linked to neurological and cognitive mechanisms. Acknowledging the direct relationship between phonological awareness and reading skills, this article aims to reveal the contributions of phonological and morphological awareness in enhancing reading learning and teaching. This is due to the significant role these forms of awareness play in solidifying and promoting reading proficiency, as they are indicative predictors of reading ability. Recognizing the necessity for a convergence of various sciences and modern approaches in explaining the process of learning to read and teaching it, Bouanani has adopted a cognitive approach (particularly neurological), considering it the most effective framework for analyzing the cognitive pathways involved in the act of learning to read and interpreting it. Our findings yield several notable results, among which are: reading serves as a foundational element in education and learning, as well as in human behavior overall; it represents one of the primary avenues for sustainable development for individuals and communities. There exists a correlational relationship between phonological and morphological awareness and reading skills; the earlier the awareness is developed, the higher the learner's reading ability tends to be. It is evident that any deficiency in these two forms of awareness will lead to difficulties in acquiring actual reading and writing skills. Therefore, adopting modern educational approaches based on cognitive linguistic interaction can contribute significantly to advancing reading instruction and achieving effective learning with reduced cognitive costs. (Published abstract)