Reading and writing difficulties from the point of view of third year elementary teachers

Abstract

This study aimed to identify the difficulties of learning to read and write from the point of view of the teachers of the third year primary school taking into consideration the gender scientific qualification, experience and specialization. The study was conducted on a random sample consisting of (120) teachers, (29) males and (91) females. A questionnaire consisting of (34) items was used and analyzed statistically. In additions, deletions and substitutions, whether related to reading or writing. As for the variables, the study showed that there were statistically significant differences in the gender variable in favor of females. There were also differences in the scientific qualification for holders of an Arab literary certificate, while no significant differences were found due to the variable of experience and specialization.