Abstract
Specific Learning Disorder (SLD) is the most common disability in the Israeli education system. Arabic-speaking students with (SLD) are not only required to cope with their difficulties in acquiring spoken and written language but also with the complexity of the Arabic language itself, characterized by diglossia. Research on digital learning has highlighted the potential of e-books to improve literacy skills among students with learning difficulties. For example, studies have shown improvements in vocabulary, reading comprehension, and phonological awareness among students with SLD (Escribano-López et al., 2021). Moreover, bilingual children who read e-books in two languages acquired more knowledge compared to those reading in one language only (Priyashri & Yow, 2019). The aim of the study was to examine the contribution of activity with an e-book for promoting literacy (phonological awareness and reading words) among Arabic-speaking 4th with typical developed students, as compared to students with (SLD) depending on type of book (printed book/E-book). Data were collected from a sample of 164 students from five Arabic-speaking elementary schools, Half of the students with TD and half with SLD . Each of the groups was divided randomly into two sub-groups. The research findings indicate: using of ebooks led to significant improvement in students’ achievements, both those with SLD and TD, across all literacy skills examined in the study. Additionally, it was found that the achievements of students with TD were higher compared to students with SLD; the achievements of students who used electronic books were higher than those who used printed books.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Digital Literacy for Future Readiness
KEYWORDS
Specific, Learning, Disorder, SLD, Bilingual, E-Book, Intervention
