<![CDATA[This study addresses the persistent working memory bottlenecks in Arabic reading (qirā’ah) instruction that hinder deep textual comprehension. The objective is to evaluate how Cognitive Load Theory (CLT) can optimize learners' mental capacities during text processing. Employing a qualitative library research methodology, empirical studies published predominantly within the last five years, together with foundational theoretical works, were synthesized and evaluated through systematic content analysis. The results indicate that standard qirā’ah tasks generate excessive cognitive strain due to high intrinsic load from complex nahwu-sharaf structures, high extraneous load from suboptimal lesson layouts, and underutilized germane load. The synthesis further demonstrates that the morphosyntactic complexity of Arabic (nahwu-sharaf) constitutes the primary source of intrinsic cognitive load, thereby requiring instructional designs that systematically regulate linguistic complexity through cognitively informed learning strategies. To mitigate these operational barriers, this paper proposes actionable interventions, including text chunking, structural pruning, prior schema activation, and systematic scaffolding. It is concluded that aligning instructional designs with human working memory limits successfully reduces extraneous cognitive load while fostering sustainable schema construction. Ultimately, CLT offers a robust, process-oriented pedagogical framework for engineering adaptive Arabic learning materials.]]>
