The Degree to Which Elementary Stage Arabic Teachers in Kuwait Implement Remedial Procedures of Reading Weakness

Abstract

The study aimed at revealing the degree to which Arabic teachers in the primary stage in Kuwait implement remedial procedures of reading weakness, and whether there were statistically significant differences in the degree of their implementing due to the variables of qualification, and years of teaching experience. To achieve the aims of the study, the researcher prepared reading weakness remedial procedures scale consisted of (30) items equally distributed into three domains: individual teaching, adapting reading materials and assessment, and support the classroom atmosphere and cooperation procedures. The sample of the study consisted of (303) primary school Arabic female teachers in Jahra Governorate. The results of the study showed that the degree of implementing Arabic language female teachers’ remedial procedures of reading weakness was high; The support for the classroom atmosphere and cooperation domain firstly ranked with a high degree, followed by individual teaching procedures domain with a high degree, and lastly, adapting reading materials and assessment domain with moderate degree. The results also showed that there was a statistically significant difference in the degree of implementing remedial procedures due to the qualification variable in the favor of higher studies, and to the variable number of years of teaching experience in the favor of (10) years and more. In light of these results, the researcher recommends teachers to use multi-sensory instruction in teaching reading to the students with reading weakness.