Learning Difficulties of English Language Reading Skill for the First Three Grades from Teacher’s Perspective in Amman

Abstract

The study aimed to reveal the degree at difficulties in learning English language reading skill for the first three grades from teacher’s perspective in the capital Amman. To meet the study’s goals, the researchers used descriptive survey-based approach. The sample consisted of (214) female teachers who were chosen randomly. To collect data, a questionnaire of 55 items was developed. Divided into 6 domains: (difficulties related to the content of the textbook, difficulties related to the teacher, difficulties related to the learner, difficulties related to English language and its characteristics, difficulties related to the family and society, difficulties related to evaluation methods). The results showed that the students of the first three grades face and with a high degree, difficulties in learning the reading skill in English language, such as: The focus in the content of the subject on quantity rather than quality, and the lack of teacher competencies in the methods of teaching reading skill, and the presence of similarities in pronunciation between some letters, the study also found that there were no statistically significant differences in the difficulties of learning the reading skill in English language for the first three grades due to the supervisory authority variable. The study recommended providing English language teachers and those interested with a list of the difficulties that the first three grades’ students face in reading to be taken into consideration during the teaching process.