Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities

Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However,there is substantial evidence to suggest that a significant number of UAEchildren in lower elementary grades experience difficulties in readingschool-related materials. Research in reading has clearly documented thatthe lack of phonological awareness skills is a major contributor to readingdifficulties. The aims of the present study were to (a) identify phonologicalawareness deficits among UAE’s struggling first-grade readers, (b)provide intervention in the area of phonological awareness deficitsthrough direct training, (c) determine whether phonological awarenessdirect training significantly increases phonological awareness abilities,and (d) determine the effect of gender on the reading intervention.