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Teacher identification of reading difficulties among Arabic-speaking third graders in Israel: a pilot study.

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Title: Teacher identification of reading difficulties among Arabic-speaking third graders in Israel: a pilot study.
Authors: Khatib-Abbas, Sumod (AUTHOR), Lipka, Orly (AUTHOR)
Source: Annals of Dyslexia. Jul2025, Vol. 75 Issue 2, p262-288. 27p.
Subjects: Language teachers, Teachers, Reading comprehension, Teacher training, Oral reading, Fluency (Language learning)
Abstract: Recently, concerns have been raised about Arabic-speaking students' reading achievement in Israel. Understanding language teachers' ability to identify poor reading skills is crucial to improve students' literacy outcomes. This pilot study examined three main aspects: the factors Arabic-speaking language teachers use to determine their third-grade students' word reading fluency and comprehension, their ability to identify students who need an intervention based on their reading performance, and the differences between teachers who make accurate and those who make inaccurate assessments of their students' literacy skills. The pilot study included a preliminary sample of 58 teachers and 112 students, with one to three students selected from each teacher's classroom for assessment. All participants were native Arabic speakers. Initial findings suggest that the main factors informing teachers' decisions on reading fluency and comprehension are vocabulary size (65.70%–77.70%), linguistic skills (63.9%–76%), and oral reading level (62%–74.30%), while less emphasis was placed on test scores (25.9%–31%) and parents' reports (13.9%–32.80%). Four distinct profiles of students at risk of reading difficulties (ARORD) emerged: low word reading fluency and comprehension (22%), low fluency only (12%), low comprehension only (4%), and a typical group (62%). Teachers identified students with difficulties in both areas with 80% accuracy, in reading comprehension with 60%, in word reading fluency with 0%, and in the typical group with 65%. The data indicated that teachers who taught more student-facing hours were better at identifying students ARORD. The implucations highlighte the need for teachers training focused on enhancing Arabic teachers' ability to accurately assess literacy skills and become familiar with different profiles of students' reading difficulties. [ABSTRACT FROM AUTHOR]
Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teacher identification of reading difficulties among Arabic-speaking third graders in Israel: a pilot study.
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  Data: Recently, concerns have been raised about Arabic-speaking students' reading achievement in Israel. Understanding language teachers' ability to identify poor reading skills is crucial to improve students' literacy outcomes. This pilot study examined three main aspects: the factors Arabic-speaking language teachers use to determine their third-grade students' word reading fluency and comprehension, their ability to identify students who need an intervention based on their reading performance, and the differences between teachers who make accurate and those who make inaccurate assessments of their students' literacy skills. The pilot study included a preliminary sample of 58 teachers and 112 students, with one to three students selected from each teacher's classroom for assessment. All participants were native Arabic speakers. Initial findings suggest that the main factors informing teachers' decisions on reading fluency and comprehension are vocabulary size (65.70%–77.70%), linguistic skills (63.9%–76%), and oral reading level (62%–74.30%), while less emphasis was placed on test scores (25.9%–31%) and parents' reports (13.9%–32.80%). Four distinct profiles of students at risk of reading difficulties (ARORD) emerged: low word reading fluency and comprehension (22%), low fluency only (12%), low comprehension only (4%), and a typical group (62%). Teachers identified students with difficulties in both areas with 80% accuracy, in reading comprehension with 60%, in word reading fluency with 0%, and in the typical group with 65%. The data indicated that teachers who taught more student-facing hours were better at identifying students ARORD. The implucations highlighte the need for teachers training focused on enhancing Arabic teachers' ability to accurately assess literacy skills and become familiar with different profiles of students' reading difficulties. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jul2025
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