Does learning both English and Arabic make handwriting harder for a child with dyslexia in Dubai?
Writing in English and Arabic involves switching between different writing directions, letter shapes and movements. Learn why this can be challenging for children with dyslexia and discover practical occupational therapy strategies to support handwriting, reduce fatigue and build confidence in both languages.
Here is the short answer: it does not cause dyslexia, and it definitely won't stop your little one from learning to read and write. But honestly? It is a massive workout for their hands and brain. Switching back and forth between two completely opposite writing systems asks a lot from their visual memory and motor planning. With the right step-by-step guidance, kids can totally learn both, but they need patience and clear routines for each script.
Why does writing in two scripts feel so exhausting?
Writing looks simple from the outside, doesn't it? A pencil, some paper, a few lines. But under the surface, a child's brain is juggling a dozen things at once. It has to match sounds to shapes, remember which way the stroke goes, keep fingers steady, and steer the hand across the sheet.
Now think about how different English and Arabic actually are.
English travels left to right. Letters sit next to each other like neat little blocks (unless they are doing cursive), and each letter pretty much keeps its shape. Arabic goes the other way, right to left. It flows in connected ribbons where letters change their whole look depending on whether they sit at the start, middle, or end of a word. And then there are tiny dots! A single dot placed above or below a line completely changes what the letter says.
For a child with dyslexia, remembering visual shapes and telling hand muscles what to do takes real physical effort. When they have to switch directions halfway through the school day, it is no wonder they get mixed up. You might see letters flipped around, handwriting floating off lines, or a child who just puts their head down on the desk because their hand hurts.
A quick look at daily school life
Example: Take an eight-year-old boy like Tariq in Grade 3 here in Dubai. In his morning English class, he mixes up his 'b' and 'd' and his sentences drift off the bottom line. Then after break, it's time for Arabic. He knows all the spoken words, he talks happily, but trying to link letters from right to left wears his fingers out in minutes. He constantly forgets the little dots on letters like 'ب' (baa), 'ت' (taa), and 'ث' (thaa). Tariq is not lazy, not even a little bit. His brain is just running two opposite motor programmes every single day.
Things we check during a clinical visit
When parents bring their child in to see us, we do not just look at whether the page looks messy. We look at the whole picture:
- How easily their eyes and hand switch between left-to-right and right-to-left lines
- How they hold their pencil, whether their fingers cramp up, and how tired their wrist gets
- How well they remember letter shapes and those all-important Arabic dot patterns without guessing
- The smooth flow of connected cursive strokes versus separate printed letters
- How their eyes track across the middle of their body on lined paper
Practical ideas you can try at home
| Try sensory play before paper | Let your child trace letters in a tray of dry lentils or sand, roll them out with playdough, or draw huge letters on a whiteboard using their whole arm before using a pencil. |
| Keep the two languages seperate | Try not to practice English spelling and Arabic script in the very same twenty minutes. Giving a clear break in between helps their brain reset. |
| Group letters by movement patterns | Practice letters that share the same hand motion together, like 'c, a, d, g' in English, or the little 'boat' shapes 'ب, ت, ث' in Arabic. |
| Put little starting dots on the margins | Stick a tiny green sticker on the top left margin for English work, and on the top right for Arabic. It is such a simple visual cue, but it saves them so much second-guessing. |
| Check their sitting posture | Make sure their feet touch the floor flat, and angle their paper slightly so their wrist stays relaxed. |
Comparing the two writing systems
| Writing Feature | English Script | Arabic Script | What it means for a child with dyslexia |
| Direction | Left to right | Right to left | Needs quick spatial switching; can cause line and direction mix-ups. |
| Letter Connection | Can be written as separate printed letters | Always connected within words | Arabic demands continuous hand movements without lifting the pencil. |
| Letter Shapes | Shapes stay mostly stable (capitals and lowercase) | Shapes change based on position (start, middle, end, alone) | Higher memory load to remember up to four shapes per letter. |
| Dots & Marks | Just a few (like the dots on 'i' and 'j') | Essential dots (nuqta) and vowel marks (harakat) | Missing a dot changes the entire letter sound and meaning. |
How Dubai schools support your child
Here in Dubai, the Knowledge and Human Development Authority (KHDA) oversees our schools, and Arabic is taught alongside curricula like British, IB, and American programs. Under the Dubai Inclusive Education Policy Framework, children with learning differences like dyslexia have the right to classroom adjustments, like extra time on written tasks, modified worksheets, or assistive typing tools across both languages.
If you are unsure whether your child's communication, fine motor skills, or handwriting are developing as expected, an assessment can help identify strengths and areas that may need support.
Nutan Dhamale B.O.TH Head of Occupational Therapy Dept.
Nutan Dhamale
B.O.TH
Head of Occupational Therapy Dept.
I am Nutan, Head of the Occupational Therapy Department at Bridges Speech Center. I hold a Bachelor’s degree in Occupational Therapy from Seth G.S. Medical College and KEM Hospital in India, and I have more than 10 years of experience working with children.
I enjoy helping children become more comfortable and confident in the activities that fill their day, playing, getting dressed, eating, writing, and joining in at school. I take time to understand each child’s strengths and challenges, then work with parents and educators on practical strategies they can use beyond the therapy room.
My work includes supporting children with autism, ADHD, developmental delays, learning difficulties, and sensory processing challenges. I have training in sensory integration, reflex integration, Handwriting Without Tears, feeding difficulties, and neurodevelopmental therapy. I use individual goals and play-based activities to help each child build skills at their own pace.
If your child is finding everyday activities, sensory experiences, handwriting, or feeding difficult, an occupational therapy assessment can help identify their strengths and the support they need.
To schedule a consultation, contact Bridges Speech Center LLC:
04 358 1115 | 050 522 6054
References
- American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process—Fourth edition. American Journal of Occupational Therapy, 74(Supplement 2), 7412410010. https://doi.org/10.5014/ajot.2020.74S2001
- American Occupational Therapy Association. (n.d.-a). Early intervention. https://www.aota.org/practice/practice-settings/schools-early-intervention-community-education/early-intervention
- American Occupational Therapy Association. (n.d.-b). Practice guidelines and evidence-based clinical resources. https://www.aota.org/practice/practice-essentials/evidencebased-practiceknowledge-translation/practice-guidelines
- American Occupational Therapy Association. (n.d.-c). School-based settings. https://www.aota.org/practice/practice-settings/schools-early-intervention-community-education/schools
- Royal College of Occupational Therapists. (n.d.). Occupational therapy for children and young people. https://www.rcot.co.uk/explore-resources/children-young-people-families/OT-children-and-young-people