Reading difficulties in English language that facing the Ninth graders and how to deal with these difficulties from the point of view of teachers in Jordan

الملخص EN

This study aimed to identify the reading difficulties that facing the ninth graders in English language and how to deal with these difficulties from the point of view of teachers in Jordan.

To achieve the study obective(s), a self-completed questionaire was developed to where its validity and reliabilty were verified.

The sample of the study was comprised (100) teachers in Almazar Directorate of Education.

The findings revealed that the difficulties related to teaching facilities and aids occupied the first rank with mean score of (3.97), whereas the domain of difficulties related to the domain of textbook occupied the last rank with total mean score of (3.13).

Moreover, the study’s findings indicated statistically significant differences on the teachers' perceptions, and these differences are attributed to the variable of years of experience, where the (F) value reached (5.78).

However, results indicated no statistically significant differences between the total scores of the English teachers’ perceptions which attributed to the variable of gender where (T) value reached 0.17.

In light of the results of the study, several recommendations were suggested, among which were: - Further research should be conducted to study the reading difficulties in English from students and their parents' perspective in addition to the necessity of providing schools with the required teaching facilities.