In recent decades, the understanding of Learning Difficulties has been a major concern for the international scientific community. Attention is focused on assessing both phonological and morphological awareness in preschool children for the valid and timely detection of emerging difficulties and skills in their learning journey. Phonological awareness is defined as the ability of an individual to consciously manipulate syllables and/or phonemes in a word (Protopapas, 2008). Morphological awareness is the ability of an individual to recognize and manipulate the smallest semantic units (prefixes, suffixes) of a word (Andreu, 2012).

These are two important skills for acquiring reading and spelling proficiency. This conclusion was reached by Borleffs, Maassen, Lyytinen & Zwarts (2017) through studying previous research conducted in various languages. They even argued that deficient phonological and morphological awareness often leads to reading difficulties.