The role of teachers’ educational trends in promoting reading aloud in early grades

The role of teachers’ educational trends in promoting reading aloud in early grades

Abstract

Reading aloud to students, a practice where primary school teachers audibly and expressively read age-appropriate stories and literary pieces in the classroom, is a cornerstone for developing Arabic language skills in young learners. The significance of this method lies in its ability to enrich students’ vocabulary, facilitate the process of learning to read, spark their motivation to learn, and cultivate positive attitudes toward reading. This research aimed to explore the attitudes of early-grade teachers (first, second, and third grade) towards the practice of reading aloud to their students. It also analyzed the impact of variables such as the grade level taught, academic specialization, and years of teaching experience on these attitudes. To achieve this, the study was conducted on a random sample of 115 early-grade teachers in the primary schools of Idlib city during the second semester of the 2024/2025 academic year. The research utilized a specially designed questionnaire to measure teachers’ attitudes toward reading aloud. The findings revealed a clear positive attitude among early-grade teachers towards the practice of reading aloud, with the general average attitude score reaching 83.25 out of a total possible score of 110. This result indicates that teachers recognize the importance of reading aloud in the educational process. Furthermore, the results showed no statistically significant differences in teachers’ attitudes based on the following variables:

Grade Level: No differences were found between teachers of the first, second, and third grades.

Years of Experience: The level of teaching experience does not influence attitudes.

Key words: Oral Reading, Early Grades, Teachers’ Attitudes.