Early literacy skills are foundational for academic success and lifelong learning. In the context of Arabic, a language characterized by its diglossic nature and complex orthographic system, developing early literacy presents unique challenges for young learners. Results of the Progress in International Reading Literacy Study (PIRLS) indicate that most participating Arab countries rank near the bottom in achievement levels, with significant percentages of fourth-grade students scoring in the "below low" range. Furthermore, recent studies investigating reading impairments, such as dyslexia, report a prevalence rate ranging between 5% and 18%, meaning that approximately 1 in 6 students may be at risk of poor reading outcomes if appropriate instructional interventions are not provided.

The current study examines the efficacy of the Early Arabic Reading Lessons for Young Children (EARLY Reader), an intervention program designed to enhance early literacy skills in Arabic among primary school children in Qatar. Utilizing a design-based research approach, the EARLY Reader program was developed in collaboration with teachers of at-risk students to ensure both efficacy and practical implementation. Additionally, the EARLY Reader intervention is grounded in a universal theory of reading development, aligned with current empirical understandings of the reading process, and tailored to the unique features of the Arabic language. It also employs evidence-based instructional principles. The intervention comprises 50 lessons focused on enhancing phonological awareness, morphological awareness, orthographic processing, and word reading skills.

The program was administered to 25 at-risk second-grade students in Qatar, who completed the Test of Early Arabic Literacy Skills before and after the intervention. Results demonstrated significant improvements in all targeted literacy areas. These findings suggest that the EARLY Reader intervention is a valuable resource for educators aiming to support young Arabic-speaking students struggling with reading.

Keywords: Literacy, Learning disabilities, Arabic, intervention, reading.