ABSTRACT
This chapter
provides the reader with an overview of the research conducted on typically achieving and reading disabled/dyslexic Arabic speakers
reports on studies focusing on phonological, orthographic and morphological processing
suggests that focusing on the word level literacy may not be the most productive way of assessing variations in literacy acquisition in the Arabic language
comments on the role of sociolinguistic factors in predicting variability in Arabic literacy learning
identifies gaps in the literature to encourage further research on reading development and specific reading disorders among Arabic-speaking children and adults.
