Abstract:

Emirati children's reading skills consistently fall below global benchmarks on international standardized assessments, raising concerns within the context of the United Arab Emirates' Vision 2031 for a world-class education system. Arabic literacy is pivotal in preserving national identity and cultural heritage. This paper, part of a larger study utilizing data from the Progress in International Reading Literacy Study (PIRLS) 2016 database for the Emirates, investigates the relationship between parents' attitudes toward reading and Arabic reading literacy among Emirati children, specifically focusing on fourth graders. The paper aims to explore the predictive value of parents' attitudes toward reading in relation to Arabic literacy among Emirati children. The findings underscore the significant role of positive parental attitudes in predicting children's Arabic reading literacy. By fostering a lifelong love of reading and creating a nurturing reading environment at home, parents can significantly contribute to the development of children's reading skills. These findings carry important implications for promoting Arabic literacy among Emirati children, empowering them to excel academically and engage meaningfully in society. The paper also discusses the implications for policy and practice, emphasizing the importance of implementing interventions and strategies to enhance reading skills and build a strong foundation in Arabic language proficiency. These findings provide a valuable framework for future research, advancing our understanding of Arabic literacy development among Emirati children.

Keywords:

Arabic reading literacy, parental attitudes toward reading, PIRLS, United Arab Emirates.