العوائق القرائية لطلاب الصف الأول من التعليم الابتدائي والحلول المقترحة من قبل الأطر التربوية

Abstract

The aim of this study is to identify the quality and level of reading difficulties among first-grade students (grades 1-4) in basic education in Oman in general, and first-grade students in particular, while also uncovering key solutions and strategies that can help overcome or at least mitigate these difficulties. To achieve these objectives and address the hypothesis of our study, the research was conducted in the field, with a simple random sample consisting of 26 teachers and administrators from the Interior Governorate. The study yielded several results, among the most important of which is that students suffer from some obstacles that hinder their reading abilities in both pronunciation and writing. These obstacles range from a severe shortage of auditory and visual materials specifically designed for teaching reading to first-grade students to a significant increase in class size, reaching 95%. Moreover, students face a moderate level of inconsistency between the words they learn in the school textbook and the words they learn in their families with the local dialect, with a percentage of 77%. On the other hand, the sample confirmed the existence of several solutions, including providing explanatory aids that greatly facilitate the teaching and learning process, establishing an audio library, increasing the use of reading games, and limiting the number of students for the first level to 30 students or less in a single class.

Keywords: obstructionist, aloud reading, silent reading.