English Reading Skills and their Influence on German Reading Proficiency: A Case Study of Moroccan Middle School Students

Abstract

This study investigated the relationship between English and German reading comprehension among Moroccan middle school students. The primary objective was to examine whether proficiency in one language influenced performance in the other. A correlational design was employed, with data collected from 92 students at Ibn Rochd Middle School in Sidi Kacem. Participants completed standardized reading tests in both languages, assessing a range of comprehension skills. Correlation and regression analyses were conducted to explore the relationship between the two variables. Results indicated a lack of significant correlation between English and German reading scores, suggesting that shared alphabetic features do not necessarily translate into direct transferability of reading skills. These findings challenge the notion of automatic language transfer and emphasize the complex nature of bilingual reading development. The study highlights the need for further research to investigate factors influencing language transfer in the Moroccan context, such as instructional practices, curriculum design, and individual differences. Implications for teachers, syllabus designers, and educational stakeholders are discussed.