Dyslexia is a reading difficulty that can be found everywhere, regardless of a person’s ethnicity or race. The manifestation of dyslexia depends on the structure and orthography of a language. There is a lack of research into Arabic dyslexia, particularly the benefits of adaptive learning in this area. The study presented in this paper aimed to understand the impact on learners’ reading performance, satisfaction and behaviour when matching e-training material with learner attributes. The focus is on learners with short vowel dyslexia. The study was undertaken with 22 female primary school children in Saudi Arabia, all of whom were native Arabic speakers. These children were divided into two groups: a matched group (which included learners with short vowel dyslexia) and a mismatched group (which included learners with vowel dyslexia). An e-training system ‘DysTypeTrain2’ was designed and developed to support the study. A mixed-methods approach was used to collect both quantitative and qualitative data. The quantitative data were collected from (i) pre- and post-test results to calculate the improvement in reading performance and (ii) learner satisfaction scores. The qualitative data were collected from observations of learners’ behaviour. It was found that the learners’ reading performance and satisfaction improved in both experimental conditions (short vowel dyslexia group and vowel dyslexia group), regardless of their Arabic dyslexia type, indicating that the system was effective and the learning process was improved. Further, the learners were happy and excited about the system.

中文翻译：

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探索将电子培训材料与阿拉伯语阅读障碍类型相匹配对学习者的阅读表现、满意度和行为的影响

阅读障碍是一种随处可见的阅读困难，无论一个人的种族或种族如何。阅读障碍的表现取决于语言的结构和拼写。缺乏对阿拉伯语阅读障碍的研究，特别是适应性学习在该领域的好处。本文提出的研究旨在了解将电子培训材料与学习者属性相匹配时对学习者阅读表现、满意度和行为的影响。重点是患有短元音阅读障碍的学习者。这项研究是针对沙特阿拉伯的 22 名女小学生进行的，她们的母语都是阿拉伯语。这些孩子被分为两组：匹配组（包括患有短元音阅读障碍的学习者）和不匹配组（包括患有元音阅读障碍的学习者）。电子培训系统“DysTypeTrain2”的设计和开发是为了支持这项研究。使用混合方法来收集定量和定性数据。从 (i) 测试前和测试后结果收集定量数据，以计算阅读成绩的改进情况和 (ii) 学习者满意度得分。定性数据是从对学习者行为的观察中收集的。结果发现，无论阿拉伯语阅读障碍类型如何，学习者在两种实验条件（短元音阅读障碍组和元音阅读障碍组）下的阅读表现和满意度都有所提高，这表明该系统是有效的，学习过程得到了改善。此外，学习者对该系统感到高兴和兴奋。