EFFECTS OF A REPEATED READING INTERVENTION ON IMPROVING ARABIC READING COMPREHENSION AND FLUENCY IN FEMALE FIFTH GRADERS WITH LEARNING DISABILITIES IN SAUDI ARABIA

Abstract

Having the ability to read is an essential skill for an individual. However, comprehension, the aim of reading, is a complex cognitive process that involves constructing meaning through deliberate thinking. Unfortunately, students with learning disabilities (LD) often struggle with reading, which impairs their comprehension abilities. Repeated Reading (RR) interventions, focusing on fluency and automaticity, have shown promise in enhancing comprehension. Although research supports the effectiveness of RR interventions among students with LD, limited studies have explored their efficacy in improving Arabic comprehension among Saudi fifth-grade students with LD. This dissertation aims to evaluate the potential benefits of RR interventions on Arabic reading comprehension in Saudi fifth-grade students with LD. Utilizing a multiple baseline across participants design, the study involves three participants diagnosed with LD. The intervention consists of RR sessions where students repeatedly read grade-level Arabic passages to enhance their reading fluency and comprehension. The dependent variables measured include oral reading fluency (ORF) and reading comprehension, assessed through words read correct per minute (WCPM) and Maze assessments, respectively. The findings revealed significant improvements in both ORF and reading comprehension among the participants, indicating that RR is an effective intervention for enhancing the academic development of Saudi students with LD. These results provide valuable insights for educators, policymakers, and stakeholders, contributing to evidence-based practices aimed at improving educational outcomes and opportunities for success among students with LD in Saudi Arabia