“From Access to Action: Building Sustainable Reading Habits for Disadvantaged Students in Saudi Arabia”, by Asilah Trabulsi

What was your Research Challenge? 

Socioeconomically disadvantaged students are faced with many challenges hindering the development of sustainable reading habits. One of the main challenges is limited access to resources and appropriate material that cater to their interests. The lack of resources usually stems from financial constraints, lack of home libraries, and unavailability of school or public libraries. Another challenge is the lack of motivation, role models, and a support system, as students are highly influenced by their communities and social circles. Moreover, students’ inability to prioritize and balance their competing responsibilities, such as school, social obligations, and other activities, hinders the development of a reading habit, especially with the dominance of technology that can act as a distraction. 

Where do you find your inspiration? 

As a teacher, I was always eager to encourage my students to become lifelong learners, and reading is key in fostering lifelong learning habits. Not only as a teacher but also as a mother, I have single-handedly witnessed how motivation is pivotal in encouraging reading behaviors. Growing up, reading was not encouraged or nurtured as a habit, but as an adult, I taught myself to become a reader; hence, I can relate to those students’ struggles and lack of motivation. Additionally, my professional experience in different sectors and interaction with students in private schools and those in public schools I met through the nonprofit gave me a clearer perspective on the educational outcomes and inequities caused by the different educational systems. In 2015, when one of my students finished first grade having advanced more than 12 levels in his reading evaluation, it was one of my proudest moments as a teacher. I knew then that motivation, among other things, is key in fostering students’ reading habits, and I wanted to understand how motivation can impact students in different settings. 

What was the outcome and impact of your work? 

Findings of the action research study indicate that (1) engaging in social activities was key in fostering students’ motivation, as students valued group discussions and exchange of knowledge and developed a sense of belonging toward their group; (2) limited access to printed texts remains the biggest challenge, as students preferred printed books over digital ones, as they found technology distracting and less enjoyable; and (3) scaffolding students through Individualized Learning Plans (ILP) and time management tools helped students in prioritizing their competing responsibilities and sustaining their reading habits and also extended to other aspects of their lives. Students found the reading program effective and motivational. In addition to that, the program had an unintended outcome: it helped students with their prioritization and time management skills and in becoming more reflective in their day-to-day planning. 

What’s next for you? 

Although during this study I left my position at the nonprofit to pursue a different role within the educational field, I’ve known that my purpose remains the same: serve the students. Even if I am supporting them indirectly now, I am still committed to making a difference. At the heart of everything I do is motivation, because I believe that a motivated student is unstoppable, whether it’s through reading or any other subject. Therefore, I plan to engage in different activities where I can influence and make a meaningful impact: publishing my current research, sharing my findings with peers and local entities, collaborating on other educational research projects, and further exploring how motivation, access, and effective planning can shape students’ learning experiences and academic success.