A Proposed Framework for Enhancing the Performance of Saudi Fourth-Grade Students in the PIRLS Study

Abstract

This paper was aimed at researching why Saudi 4th graders perform poorly in PIRLS and developing a framework that would be able to enhance the reading literacy among students. A 26-item questionnaire was designed to address the research issue and it fell within three domains i.e. students, learning materials, and teachers. A total of 399 teachers and supervisors of the Arabic language in Riyadh, Dammam and Medina sampled the instrument during the study. Statistics showed that the most significant problems for the students were considered to be classroom overcrowding and failure to take tests seriously; the other problems were related to lack of emphasis on international reading test standards and failure to train teachers on international reading tests. The findings have shown that improvement of performance among the students' needs to be supported by linking better curriculum, teacher development and involvement of the students. As such, the lessons on Arabic ought to include numerous types of information, assist students to acquire better reading skills at the higher level, and include exercises that provide them with experience similar to the PIRLS to enable them to pass literacy tests all over the globe.

Received: 26 July 2025 / Accepted: 22 October 2025 / Published: 05 November 2025