صعوبات تعلم القراءة و تشخيصها و أساليب ملاحظتها و معالجتها وفق آراء معلمي المرحلة الأساسية (1-6)‎

Abstract EN

This study aimed to uncover and diagnose these difficulties, design an observation card for identifying them and devise suitable treatment methods, from the perspectives of a sample of (male and female) teachers of basic school stage (1-6), at governmental and UNRWA schools in Khanyounis in Gaza Strip.

Accordingly, the researcher prepared three questionnaires.

The first included seven domains for identifying the reasons underlying these difficulties.

The results showed that these domains showed an agreement estimated by a moderate degree of (63.6%).The difficulties were reached in the following descending order: (1) difficulties related to the family and local community, (2) difficulties related to the learner, (3) difficulties related to the nature of Arabic language and its features, (4) difficulties related to school and educational supervision, (5) difficulties related to the teacher, (6) difficulties related to assessment methods and (7) difficulties related to the textbook.

The study also revealed statistical significant differences attributed to gender variable, experience in classes (1-3) and (4-6), qualification, specialization and foundation (government/UNRWA).

The second questionnaire is a diagnosing card of reading learning difficulties in basic school classes (4-6).

It includes the following domains: reading pronunciation skills, which showed a moderate suitability estimated by an arithmetic average of (1.63), and reading comprehension skills, which showed a high suitability estimated by an arithmetic average of (2.08).

The third questionnaire suggested a number of methods for treating reading learning difficulties which are related to basic school classes (4-6).The results of the third questionnaire showed a high suitability of these methods estimated by an arithmetic average of (2.31).

The results also showed a moderate degree of practicing these methods estimated by an arithmetic average of (1.92).

In the light of these results, the study offered a number of recommendations and suggestions.