The Reality of Kindergarten Teachers' Use of Reading Comprehension Strategies During Read-Alouds

Document Type : Academic research papers

Authors

College of Education - Early Childhood - King Saud University - Saudi Arabia - Riyadh

Abstract

This study explored the implementation of reading comprehension strategies by kindergarten teachers during read-aloud sessions in Riyadh's public schools, and the challenges they encountered. Utilizing a descriptive survey method, questionnaires were administered to 203 teachers. The findings indicated a high level of utilization for reciprocal teaching and mental visualization strategies, with mean scores of 4.13 and 4.07, respectively. However, teachers also reported significant difficulties in applying these strategies, with a mean score of 3.91.

Results showed no significant differences in perceived difficulties based on the number of training courses attended. Conversely, teachers with more than three training courses demonstrated a significantly higher degree of strategy implementation. Years of experience did not yield significant differences. A direct and statistically significant relationship was found between the frequency of strategy use and the reported difficulties.

The study recommends organizing workshops and training sessions focused on designing and implementing effective activities for information extraction, and promoting the use of diverse post-reading activities to enhance comprehension. These initiatives aim to address the identified challenges and improve the effective application of reading comprehension strategies in kindergarten settings.

Keywords

Main Subjects

Buhūth
Volume 5, Issue 4
Educational Sciences
April 2025
Pages 60-98

Files

Share

How to cite

Statistics