اتجاهات الأساتذة نحو دور مهارات الوعي الصوتي في تعليم القراءة

Abstract EN

This study aims to knowing the teachers 'attitudes towards the impact of phonemic awareness skills on reading instruction for first-stage students, and whether there are statistically significant differences attributable to two variables: the academic certificate of the professor and the pedagogical training.

The study was applied the descriptive approach, and the scale of teachers 'attitudes towards the impact of phonemic awareness skills in reading instruction, designed by the researcher on a sample of (65) professors from the primary schools of the town of El-oued, and the study concluded that the teachers have positive trends towards the impact of awareness skills phonological to reading instruction.

The study also showed that there are no differences attributed to the scientific qualification variable, while there are significant differences due to the educational composition variable.

The study also reported a set of suggestions and recommendations