The Multidimensional Nature of Arabic Reading Comprehension: A Systematic Review of Pedagogy, Technology, Cognitive–Linguistic Factors, Text Features, and Assessment
Abstract
Arabic reading comprehension is shaped by a complex interplay of instructional, technological, cognitive–linguistic, textual, and assessment-related factors. However, existing research has often examined these dimensions separately, limiting an integrated understanding of how they collectively influence reading development. This systematic literature review synthesised recent evidence on Arabic reading comprehension using the PRISMA approach. Searches conducted in Scopus and Web of Science identified 381 records published between 2021 and 2026, of which 21 studies met the final inclusion criteria and were subjected to quality appraisal and thematic analysis. Five major themes emerged: strategy-based and collaborative reading instruction; technology-enhanced reading and digital resources; linguistic, cognitive, and vocabulary predictors of reading; text characteristics, readability, and discourse processing; and teacher practices and literacy assessment. The findings show that Arabic reading comprehension is supported by strategic and collaborative approaches such as reciprocal teaching, skimming, metacognitive strategy use, and literature circles, while digital platforms, blended learning, and AI-generated resources are increasingly shaping reading instruction. Linguistic and cognitive factors, including phonological and morphological awareness, decoding, vocabulary, orthographic processing, memory, and executive functions, also play important roles in reading performance. Text genre, lexical characteristics, and readability further influence comprehension, whereas teacher practices and literacy assessment remain comparatively under-researched. Overall, the review highlights the need for an integrated approach that aligns instructional strategies, learner characteristics, text design, technology, teacher expertise, and assessment. Future research should prioritise longitudinal and mixed-method studies, validated literacy assessments, diverse learner populations, and the long-term effects of AI-supported Arabic reading instruction.