Exploring Parent-Led Arabic Literacy Development in a Child with Autism Spectrum Disorder:

A Case Study of Al-Qaida Nooraniah

Abstract

This study explores a parent-led Arabic reading intervention using Al-Qaida Nooraniah to support the literacy development of a child diagnosed with autism spectrum disorder in a home-based setting. Despite growing research supporting parent-mediated interventions, research on Arabic reading instruction for children diagnosed with ASD remains limited. Furthermore, the linguistic difficulty of the Arabic language causes additional challenges that require structured teaching approaches. A qualitative single-case study was used, involving one parent and one child diagnosed with ASD. Data were collected through 18 reflective journal entries throughout a six-week intervention. The data were analysed using Braun and Clarke's (2006) six-phase thematic analysis. In addition, trustworthiness was enhanced through prolonged engagement, reflexive journaling, and peer debriefing. The analysis generated four themes: Structured Teaching Activities, Instructional Strategies, Instructional Challenges, and Parental Emotional Reflective Practice. Overall, the findings suggest that responsive parent-led intervention supported the child's engagement and Arabic reading development. The findings also confirm the value of parental reflective practice in informing instructional decisions. This practice also helped strengthened parental confidence throughout the intervention. Although the findings are limited to a single case, they suggest that structured and individualised instructional methods may support Arabic reading development. It also informs future research and practice in autism education.