the primary stage teachers' perceptions of the Voice awareness activities' importance in the acquisition of reading skills during the first three years

Abstract

The study aimed to identify primary teachers' perceptions of the importance of phonological awareness activities in reading acquisition during the first three years. The study consisted of an eighty-teacher sample in Blida. The analytical descriptive method was used through the use of the structured interview, and the perceptions’ scale of Alseraye Abdullah M(2015). The results indicated that teachers do not have the recommended knowledge to provide effective instruction of phonological awareness in the context of teaching reading, besides, they do not distinguish it from other concepts involved in building reading skills, and they are unable to identify appropriate materials or activities for tasks. It can be inferred that teachers are often licensed to teach without acquiring sufficient depth of basic knowledge related to teaching reading.