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This initiative is designed to enhance students’ reading comprehension abilities in line with the Gulf leadership’s directives to promote the Arabic language and fulfil the Centre’s mission to advance Arabic teaching and learning using sound educational, scientific, and professional practices.
Reading comprehension plays a key role in mastering academic subjects and fostering critical and analytical thinking. In recognition of this, ministers of education across the Gulf region—through the general conference of the Arab Bureau of Education for the Gulf States—have adopted the Developing Reading Comprehension Skills programme as part of the broader project to reform Arabic language education. This effort is included in the Centre’s 2023/2024 programme agenda.
The new publication offers an in-depth study on improving reading comprehension among students in general education. It explores the definition and significance of reading comprehension, its processes and skill levels, and methods of instruction and assessment. The programme examines current student performance, implements strategies for skill development, and provides training to educational supervisors, school leaders, and teachers on how to apply the recommended approaches. The study also highlights the role of public schools in fostering reading skills.
The Centre has outlined a comprehensive plan to achieve the programme’s objectives. This includes analysing similar programmes previously implemented by the Arab Bureau of Education, reviewing regional and international practices, and identifying successful initiatives from member states. The study components cover key areas such as comprehension concepts, models, and levels; a skill list for each stage of education; a structured programme for skill enhancement; diagnostic tests; a field study; instructional strategies; and a discussion on the challenges of interpreting various types of texts.
The research focuses on students in Years 3, 6, 9, and 12 from across the Gulf region. Standardised reading comprehension tests, administered at the end of the 2023/2024 academic year, were used to assess skills across four levels: word recognition, sentence and syntactic understanding, paragraph interpretation, and full-text analysis.
The study seeks to assess the skill levels of students in the selected years, highlight strengths and weaknesses in their performance, and develop a structured programme using contemporary instructional strategies. The resulting framework will guide Arabic teachers in enhancing comprehension skills across all general education stages in the Gulf.
A descriptive analytical method was used to evaluate students’ current proficiency, determine gaps, and develop tailored tools and resources. These include a list of key skills, a suite of comprehension tests, answer guides, and a skill-building programme for use in general education settings.
Dr. Issa Saleh Al Hammadi, Director of ALECGS, emphasised that this publication marks a significant step in empowering students intellectually and building a robust educational foundation. The programme supports learners in adapting to modern advancements and overcoming academic and life challenges. It also encourages critical thinking, creative expression, and effective communication.
Al Hammadi explained that the study proposes several recommendations, including the development of training courses for Arabic language teachers, the creation of a comprehensive matrix of comprehension skills, and a review of Arabic curricula in the target year groups. Other suggestions include conducting school-level seminars to promote awareness, expanding library resources, producing student-friendly pocket dictionaries, and establishing a region-wide evaluation system for reading comprehension. The study also encourages the integration of prior research and its own theoretical framework to drive further improvements.
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