Phonological Awareness in Arabic among Early Grade Teachers

Early-grade teachers’ ability to incorporate high-quality explicit phonological awareness (PA) instruction into the classroom helps children succeed in early reading endeavors and significantly reduces difficulties among at risk for problems. Teachers’ deep knowledge of teaching PA is expected affect their instructional practices inside classrooms. This study aims gain perspective on grade perceptions, knowledge, related skills Arabic language. To this end, a modified survey instrument was completed by 109 language teachers kindergarten primary levels. Results reveal that although recognize significance development, many show poor certain fundamentals do not formally assess or provide adequate Furthermore, results with more experience students chances complete activities classroom. These findings suggest need training as well assessment materials enable them required skills, crucial skill, classroom..