Research indicates that morphological awareness contributes to success in literacy acquisition and consolidation, since morphology links together phonological and semantic facets of language. The role of morphology is especially important in Hebrew, a highly synthetic Semitic language. The current study aimed to investigate the impact of an intervention program on knowledge and awareness of morphology in Hebrew-speaking grade-schoolers. Two three-month intervention programs were conducted in two groups of 4th-grade children: a metalinguistic morphological intervention program using linguistic humor, and a parallel intervention program using nonverbal humor. A morphological awareness test was administered to the two groups prior to and following the intervention period. The results demonstrate consistent advantages to the morphological intervention group, including tasks related both directly and indirectly to content taught.
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