Evaluating Saudi Teachers’ Knowledge and Skills in Teaching Primary School Students to Read in Arabic

Abstract

Expectations placed on the expertise of teachers and how this expertise should be utilised in the classroom is highly variable in different countries. This study explored these expectations on teachers of Arabic reading in upper grades of primary schools in Saudi Arabia, in three keys stages of reading instruction: the planning stage, the presentation stage, and the evaluation stage. The study was conducted in the province of Asir in Saudi Arabia, as Arabic reading instruction has been identified as problematic in some Saudi provinces. The purpose of this study is to reveal the knowledge and skill of the teachers of Arabic reading in grades five and six of primary school. This study developed five instruments (three questionnaires, content analysis checklist, and classroom observation checklist). The study attempted to answer the main question: What are the Saudi teachers’ knowledge and skills in teaching upper grades of primary school students to read in Arabic in terms of (planning, presentation and evaluation).