The goal of this study was to adapt scientifically-based measures for use in identifying Arabic-speaking children at risk for reading difficulties in the early primary grades. One hundred-fifty Arabic speaking Palestinian children, living in diverse demographic areas within the West Bank, were tested at the beginning of second grade on an Arabic version of the Early Reading Screening Instrument (ERSI) along with tasks of phonological awareness and lexical fluency. Data are presented that can be used as guidelines for special educators in identifying Arabic-speaking children who are showing a weakness in one or more early literacy related skills, placing them at risk for future reading failure.

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