Project AGHSAN: Bridging Literacy and Cognitive Development in Early Arabic Education Through Guided Reading

Authors:  Jamal Ataya*, Farah Sarraj, Nema Kataranji
Journal:  Emirati Journal Of Education And Literatures
Volume: Vol 4 Issue 1
Keywords: : Arabic Literacy; Cognitive Development; Guided Reading; Early Education.

Abstract

Background: Project AGHSAN introduces an innovative graded reading program designed to enhance Arabic literacy and cognitive skills among young learners. This pilot study assessed the program’s impact on reading confidence, fluency, comprehension, and overall student engagement among Year 2 and Year 4 students at Al Futtaim Schools.
Methods: The study employed a pre-test and post-test control group design, with the intervention group participating in structured guided reading sessions using AGHSAN materials over a five-week period. Data were collected through teacher observations, student surveys, and interviews, with a focus on measurable gains in literacy.
Results: Analysis revealed significant improvements in reading fluency, comprehension, vocabulary acquisition, and student engagement within the intervention group, supported by both quantitative and qualitative data.
Conclusion: Findings suggest that Project AGHSAN provides an effective framework for addressing critical reading challenges in Arabic, promoting both literacy development and cognitive growth. These results advocate for broader implementation and call for further longitudinal studies to explore the program’s long-term benefits