The reality of teaching practice for Arabic language teachers in the Kingdom of Saudi Arabia to develop the literacy ability of fourth-grade students according to the Pirls test indicators

Abstract

The study aimed to uncover the reality of the practices of teaching Arabic language teachers in the Kingdom of Saudi Arabia to develop the reading ability of students according to the Perles test indicators. The descriptive approach was employed, and to achieve the objectives of the study. The questionnaire was designed, and after making sure of its validity and reliability, it was applied to a sample of (400) teachers from Riyadh, Jeddah and Arar. The results of the study revealed high scores in teaching practices aimed at developing the literacy ability according to the sample answers, and this result contradicts what was revealed by the official reports on the results of the participation of the Kingdom of Saudi Arabia in the (Pirls) test, and needs to be interpreted, as the results revealed that there is a difference. Statistically significant in teaching practices at the fourth level among Arabic language teachers in Riyadh, Jeddah and Arar, for the city of Riyadh. This finding may prompt further investigation of its causes. The study recommended holding in-service training courses for teachers with the aim of developing teachers' skills in improving the reading ability of their students, while measuring the impact of training. It suggested conducting studies that link the results of the international test on literacy ability with several factors, including those related to the student, teacher, curriculum, family and society.