Abstract:

Goals:
The current study examined the efficacy of the "Golden Triangle" intervention program designed to promote literacy in middle school Arabic students, via a blended learning model. The study examined students' achievements as well and teachers' professional development. The intervention focused on Arabic middle school students due to their greater difficulty in mastering literacy following the Arabic language's unique features, and the challenges characterizing early adolescence and middle school structural systems.

Method:
Research sample included 731 seventh grade students who speak Arabic as their mother tongue in Arabic schools in Israel. 567 students participated in the intervention program and 164 students participated in a comparison group. The intervention was based on the station-rotation model, which included one-on-one, group and independent learning in the classroom, while combining digital tools. Students tested for receptive and productive vocabulary knowledge and reading comprehension before and after the intervention. Reading comprehension was tested again at the beginning of eighth grade, to check the program's long-term effects. Teachers' reports regarding their attitudes towards the program and their sense of professional development were analyzed as well.

Results:
Both groups showed improvement in all measures post intervention. While the comparison group was stronger pre-intervention, the intervention group "caught up" and no differences were found between groups post intervention. Moreover, in reading comprehension and receptive vocabulary tests, the improvement effect sizes were higher in the intervention group than in the comparison group. The intervention group maintained their reading comprehension achievements in eighth grade, while the comparison group did not.
Teachers' data showed that the program assisted in promoting perceived teacher flexibility, digital skills, multitasking, teacher-student relationships, teaching motivation and confidence in dealing with class heterogeneity. Teachers also reported improvements in their students' writing, greater student motivation, independence and participation, followed by less disciplinary problems. Teachers did reported difficulties such as technical issues, adjustment times and lack of school support in implementing the program.

Conclusions:
The study points to the need for literacy intervention programs based on versatile, innovative digital methods in seventh grade Arabic students, as it is beneficial for both students and teachers. Interventions like these can close the gap reported in Arab students' achievements in Israel, and assist them in promoting literacy skills necessary for high school and higher education. For optimal results and success, consideration should be given to proper school and principal support in the school. Intensive and ongoing teacher training is necessary to assist them in adjusting and overcoming difficulties resulting from the shift from orthodox to innovative teaching.

Keywords:

Literacy, Arabic, Intervention, Blended learning, Middle school.