Th</purpose of the present study was to assess the effects of morphological awareness on .. students' reading comprehension skill in Wag Syoum Admasu Wesen General secondary school grade ten EFL learners. Eighty participants were involved in this study. Two sections were assigned experimental and control group randomly with 40 members of each. Tests and interview were used for data gathering instruments. The researcher used T-test for further analysis of students' score in pretest and posttest between the two groups. A cell phone was used to record the interviews and further analysis and jive were chosen from the experimental group ~ . to conduct.interviews. The intervention was done in accordance with time table for two months. In this intervention, the experimental group received both morphological awareness training and reading comprehension skills but the control group was received only reading comprehension skill. Based on the t-test done between posttests of experimental and control groups, 11101:pho!f.ical awareness practice has an effect on achieving a better reading comprehension performance on WSAWG secondary school EFL learners with large effect size at 0.493· eta value. The experimental group showed improvement in their reading comprehension performance from pretest to posttest. The qualitative data from the interview also proves this those students in experimental group reveal a change from pretest to posttest after the intervention pxogram on morphological awareness. The correlation coefficient (0. 465) indicates that a strong relationship between the morphological awareness and reading comprehension. ; ' The reliability of internal consistency of the test items indicates highly consistency at the value of (0. 762) according to Crombach 's Alpha value.'Key words: Reading, Reading comprehension, Morphology, and Morphological awareness