This study examined the independent contribution of morphological awareness and orthographic awareness in reading comprehension, controlling for working memory and reading fluency in Arabic-speaking children. Participants (N = 244) from grades four and five, were classified into typical comprehenders (n = 207) and poor comprehenders (n = 37). All the participants underwent reading comprehension tasks (sentence comprehension and reading maze), orthographic awareness tasks (word choice and parsing), morphological awareness test (root morpheme awareness), working memory test (listening sentence span), word reading fluency, and word reading accuracy and fluency (reading in one minute). The results indicated that morphological awareness and orthographic awareness contributed significantly to reading comprehension (composite scores) only in the typical comprehenders group. Although morphological awareness showed significant predictive relation with reading comprehension, orthographic awareness was a stronger predictor of reading comprehension while controlling for working memory and reading fluency. The findings are discussed, and future directions for research are suggested.