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<p>In this study, we investigated teachers’ knowledge of core language constructs relevant to early reading instruction in Arabic, with a focus on phonics, phonemic awareness, and morphology. A total of 218 teachers representing learning disabilities, Arabic language, special education, and other teaching specializations completed an adapted version of the Knowledge of Basic Language Constructs Survey. Overall performance showed modest accuracy across domains, with an average of 37.8% of items answered correctly and morphology representing the area of greatest difficulty. Group comparisons indicated that most teacher characteristics were not strongly associated with knowledge scores. Small but statistically significant differences emerged by specialization and gender, although these must be interpreted cautiously given limited reliability for domain scores. Teachers specializing in Arabic language demonstrated higher phonics scores, whereas special education teachers scored higher in phonemic awareness. Female teachers showed slightly higher performance in morphology. No meaningful differences were observed by teaching experience or certification status.</p>

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Teachers’ knowledge of language constructs for early reading instruction in Arabic: differences by specialization, certification, gender, and experience

  • 期刊论文

  • 发表日期：

    2026年5月19日

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  • Saeed Saad Alqahtani,
  • Rashed Fehaid Alqahtani

摘要

In this study, we investigated teachers’ knowledge of core language constructs relevant to early reading instruction in Arabic, with a focus on phonics, phonemic awareness, and morphology. A total of 218 teachers representing learning disabilities, Arabic language, special education, and other teaching specializations completed an adapted version of the Knowledge of Basic Language Constructs Survey. Overall performance showed modest accuracy across domains, with an average of 37.8% of items answered correctly and morphology representing the area of greatest difficulty. Group comparisons indicated that most teacher characteristics were not strongly associated with knowledge scores. Small but statistically significant differences emerged by specialization and gender, although these must be interpreted cautiously given limited reliability for domain scores. Teachers specializing in Arabic language demonstrated higher phonics scores, whereas special education teachers scored higher in phonemic awareness. Female teachers showed slightly higher performance in morphology. No meaningful differences were observed by teaching experience or certification status.