ChatGPT-Based Reading Instruction Improves Comprehension for Arabic-Speaking Children with Dyslexia — United Arab Emirates

A quasi-experimental study by Mahmoud Gharaibeh (Al Ain University, Abu Dhabi) and Abdullah Basulayyim (King Abdulaziz University, Jeddah) tested whether ChatGPT-based reading instruction could improve comprehension for Arabic-speaking children with dyslexia.

Test whether supplementing standard instruction with ChatGPT-based reading exercises improves sentence-comprehension and reading-maze performance for diagnosed dyslexic children, relative to standard instruction alone.

60 children aged 8-11, diagnosed with dyslexia, from public and private schools across the UAE, were divided into control and experimental groups. The experimental group received ChatGPT-based reading instruction during regular school hours, while the control group followed standard instruction. Both groups sat pre- and post-tests of equivalent difficulty but different content, using the Sentence Reading Comprehension Test and the Reading Maze Test.

The published results report a statistically significant improvement in reading-comprehension scores for the experimental group relative to the control group, with post-test results showing increased sentence-comprehension accuracy and better contextual understanding of reading material.

The authors conclude that ChatGPT-based exercises show promise as a supplementary tool in remedial reading programmes for children with dyslexia, but the published abstract omits exact effect sizes, p-values, allocation method, arm sizes, and any data-protection or informed-consent protocol for using a commercial generative-AI tool with children — real gaps that limit generalisability.