Predicting dyslexia in Arabic-speaking children: Developing instruments and estimating their psychometric indices

Dyslexia is a reading disability that is characterized by when an individual has trouble in rapid and accurate word decoding. This study developed, piloted and assessed the validity and reliability of three instruments: Rapid Automatized Scale (RANS), Arabic Reading Ability Scale (ARAS) and Phonological Awareness Scale (PAS), on a sample of 700 students (aged 8–9 years). Four groups (n = 30) were formed based on the participants' results of the three instruments; Double Deficit (DD), Rapid Automatized Naming Deficit (RAND), Phonological Awareness Deficit (PAD) and No Deficit groups. Content validities of the instruments were supported using published reports; though educational experts further revised RANS. It found a significant inverse correlation between the PA test score and RAN (mistakes and time) score (r = −.44; p < .001), and a significant positive correlation between RAN mistakes and RAN time (r = .47; p < .001). Acceptable internal reliability of the RANS was demonstrated by a Cronbach's alpha test coefficient of α = .85 (>.70; acceptable). High inter-rater reliability tests were observed for the three instruments (r ≥ .86, p < .001). The three instruments can predict reading difficulties and dyslexia in Arabic-speaking populations

Dr. Mahmoud Gharaibeh is an Associate Professor at Al-Ain University in Abu Dhabi, UAE, specializing in Language Disability, dyslexia, and special education. He holds a Ph.D. in Language Disability from the United Arab Emirates University and has a Master’s degree in Speech, Language, and Communication from City, University of London. With over two decades of experience, Dr. Gharaibeh has dedicated his career to developing inclusive educational strategies and programs tailored for diverse learners, particularly those with disabilities.

Dr. Gharaibeh is an active researcher and has received a three-year grant from the Ministry of Education in the UAE to enhance assessment tools for disabilities. He has published over 30 articles in reputable Scopus-indexed journals focusing on reading, dyslexia and inclusive education methodologies. He is also an Editorial Board Member for journals and serves as a reviewer for multiple international journals.