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Findings also reveal gender differences, and the paper recommends stronger preparation in reading aloud, shared reading, phonics, and questioning 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of Applied Linguistics  \ne-ISSN 2490-4198  \nVol. 08, No. 01, 2023, 89-125 © AJAL  \n[http://www.arjals.com](http://www.arjals.com)  \nHanada Taha Thomure1, Zai Arabic Research Center, Zayed University, Dubai, United Arab Emirates  \nGail Brown, Designed Learning, Australia, [gailbrown@designedlearning.com.au](gailbrown@designedlearning.com.au), ORCID:0000-0003-3082-6754  \nSandra Baroudi, College of Interdisciplinary Studies, Zayed University, Dubai, United Arab Emirates, ORCID: 0000-0001-5130-6980  \nFatima AlMohsin , Department of Education, Zayed University, Dubai, United Arab Emirates Rana Tamim, CEO EduBridges  \n1 Corresponding author: Hanada Taha Thomure, College of Education, Zayed University, Dubai, United Arab Emirates, P. O. Box: 19282, [Hanada.Thomure@zu.ac.ae](Hanada.Thomure@zu.ac.ae)  \nAbstract  \nHigh quality professional development programs and opportunities for teachers are a vital aspect in improving early student achievement. This study adopts a professional development model which tested the difference in early literacy skills and performance of students (n=2028) in Grades 1-3 over a 12-week teacher training program (n=25) . The data were analyzed using ANOVA and indicated an overall significant improvement in all tested skills except for phonological awareness, such as rhyming word tasks and reading nonsense words, where there was a significant decrease in performance. The results also indicated a significant difference between gendered scores, where girls outperformed boys in all tested areas except vocabulary knowledge, where there was no statistical difference for Grade 1 and Grade 3 students. Informed by the data, this paper recommends greater teacher preparation in the areas of reading aloud, shared reading, phonics, and basic questioning techniques.  \nKeywords: professional development, Arabic language teachers, literacy instruction  \nIntroduction  \nHigh quality professional development (HQPD) for in-service teachers is defined as sustained teacher PD that applies effective, evidence-based teaching strategies and curriculum to their classroom practices for maximizing student learning (Adger et al., 2004; Yoonet al., 2007; Darling-Hammond et al., 2017) . HQPD has been heralded by many researchers as a valuable tool for quality literacy instruction (Darling-Hammond et al., 2005; Hattie, 2011; Taha-Thomure, 2019) . Darling-Hammond et al. (2017) defined PD as a key factor in changing teacher practices to more effective ones that result in better student achievement. The field of early literacy stipulates that classroom teachers need solid grounding, knowledge, and expertise on how to implement best practices in the classroom including working at the word level and the text level through a focus on reading comprehension strategies (Snow & Griffin, 1998; Ukrainetz, 2009; National Reading Panel, 2000; National Early Literacy Panel, 2008; Porche et al., 2012; Basma & Savage, 2018) . Those concepts have been consistently effective in supporting young readers’ grasp of early reading skills especially when embedded within a strong literacy program that is focused on meaning, comprehension, and making connections across curricular content (Snow & Griffin, 1998; National Reading Panel, 2000; National Early Literacy Panel, 2008; Powell et al., 2010; Porche et al., 2012). This study aims to investigate the effect of content-focused PD on students’ achievement in Arabic and proposes a  \nHQPD model that is focused on knowledge of teaching, knowledge of subject matter, and measuring student’s achievement are at the center of HQPD.  \nLiterature Review  \nTeachers in many countries around the world are required to be regularly engaged in continuous PD that is focused on content, that supports collaboration between teachers, and that provides them with opportunities for feedback, reflection and has direct relevance to what they do in the classroom (Holland, 2005; B","cbCaiuTTFCGX0l0t","https://ap.wps.com/l/cbCaiuTTFCGX0l0t","pdf",327048,37,"English","# Abstract\n# Introduction\n# Literature Review\n## What is HQPD?","[{\"question\":\"What training model is evaluated in the study?\",\"answer\":\"The study evaluates a professional development model focused on content, including knowledge of teaching and subject matter, with attention to measuring students’ achievement.\"},{\"question\":\"How did students’ literacy skills change after the 12-week program?\",\"answer\":\"Results indicate overall significant improvement in all tested skills except phonological awareness, where performance decreased on rhyming word tasks and reading nonsense words.\"},{\"question\":\"What gender-related differences are reported in the outcomes?\",\"answer\":\"The results show significant differences between gendered scores: girls outperformed boys in all tested areas except vocabulary knowledge, with no statistical difference for Grade 1 and Grade 3 students.\"}]","Arabic language teacher professional development | PDF",1792029548,93]