Khatib-Abbas Sumod, Lipka Orly
Department of Learning Disabilities, University of Haifa, Haifa, Israel.
Edmond J. Safra Brain Research Centre for the Study of Learning Disabilities, Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel.
Ann Dyslexia. 2025 Jul;75(2):262-288. doi: 10.1007/s11881-025-00331-4. Epub 2025 Jun 7.
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.
最近，以色列讲阿拉伯语学生的阅读成绩引发了关注。了解语言教师识别不良阅读技能的能力对于提高学生的读写能力至关重要。这项试点研究考察了三个主要方面：讲阿拉伯语的语言教师用于确定三年级学生单词阅读流畅性和阅读理解能力的因素；他们根据学生阅读表现识别需要干预的学生的能力；以及对学生读写技能评估准确和不准确的教师之间的差异。该试点研究包括58名教师和112名学生的初步样本，从每位教师的课堂中挑选一至三名学生进行评估。所有参与者均为阿拉伯语母语者。初步研究结果表明，影响教师对阅读流畅性和阅读理解决策的主要因素是词汇量（65.70%-77.70%）、语言技能（63.9%-76%）和朗读水平（62%-74.30%），而对考试成绩（25.9%-31%）和家长报告（13.9%-32.80%）的重视程度较低。出现了四种不同的有阅读困难风险（ARORD）学生类型：单词阅读流畅性和阅读理解能力低（22%）、仅流畅性低（12%）、仅理解能力低（4%）和典型组（62%）。教师识别出在两个方面都有困难的学生的准确率为80%，阅读理解方面为60%，单词阅读流畅性方面为0%，典型组为65%。数据表明，授课时间面向学生更多的教师在识别有阅读困难风险的学生方面表现更好。这些发现凸显了开展教师培训的必要性，培训重点是提高阿拉伯语教师准确评估读写技能的能力，并熟悉学生阅读困难的不同类型。
