Quantitatively, her scholarly output includes over 450 citations and an h-index of 12, positioning her among the leading researchers in the niche field of Arabic language education. Her work, most notably on Arabic language arts standards, text-leveling systems for children’s literature, and phonological awareness in early years, is widely cited in both academic and policy literature.

Qualitatively, Dr. Taha’s influence extends well beyond academia. She has co-authored several World Bank reports and policy papers on language education in the Arab region, contributing to frameworks that guide national strategies in Bahrain, the United Arab Emirates, Saudi Arabia, Morocco, and other GCC countries. These outputs, subjected to multi-stage review and data validation, are considered high-impact grey literature, shaping language-in-education policies and teacher professional standards across the region.

Her scholarship bridges research and practice: she has led the development of Arabic Language Arts Standards, advised ministries of education, and directed professional development initiatives that operationalize the latest research in phonics, diglossia management, and bilingual education. Her ongoing work integrates psycholinguistic research with curriculum innovation, ensuring that Arabic literacy instruction is evidence-based, culturally grounded, and pedagogically sound.

Her work has established her as one of the leading voices in mother-tongue-based early education and a central figure in shaping the future of Arabic language teaching in the Arab world.