Effectiveness of the Intensive Treatment Program Based on the TaRLApproach in Improving Basic Arabic Language Skills Among Students at AlRiyada Preparatory Schools in Morocco

Abstract

This paper addresses the limited mastery of foundational learning in the
Moroccan school, particularly in the Arabic language at the lower secondary level, and
its impact on academic achievement, repetition, and dropout rates. It examines an
intensive remediation program implemented in “Pioneer” middle schools, based on the
Teaching at the Right Level (TaRL) approach, which aligns instruction with students’
actual proficiency rather than grade level. Using a descriptive-analytical methodology,
the study draws on TaRL’s theoretical framework and analyzes pre- and postassessment data from the TBS platform, focusing on reading fluency and
comprehension.
The findings suggest that TaRL-based remediation is a promising and scalable support
strategy, provided that assessment practices, teacher coordination, and alignment with
explicit and active learning principles are strengthened.