出版社：Euro-Mediterranean Centre for Educational Research
摘要：This study examines teachers’ practices for developing early primary
stage (6-9 year-old) pupils’ reading in Arabic in the northern region of Jordan
using a 25-item self-assessment checklist and a semi-structured interview. The
subjects reported that their practices stem more from extrinsic motivation (e.g.
responding to calls for enabling children to take part in literary competitions) than
from intrinsic motivation (e.g. a personal interest in reading). The findings showed
that 22 items of the Checklist scored moderate to little degrees of practice, which
was further confirmed by the results of the interview. Besides, although there were
no statistically significant differences among the subjects’ reports of their
practices which may be attributed to the effect of gender and academic
qualification, statistically significant differences were found due to teaching
experience, having studied literacy-related coursework in pre-service
preparation, and having a personal interest in reading. The study concludes with
relevant implications for reading instruction and teacher education.
