The First Step in Inculcating Reading: Insights from UAE on Efficacy in Teaching Kindergarteners to Read in the Arabic Language

Autor/inn/en	Gharaibeh, Mahmoud; H. Alhassan, Abed Alrazaq
Titel	The First Step in Inculcating Reading: Insights from UAE on Efficacy in Teaching Kindergarteners to Read in the Arabic Language
Quelle	In: Reading Psychology, 44 (2023) 4, S.412-435 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (H. Alhassan, Abed Alrazaq)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2156951
Schlagwörter	Arabic; Self Efficacy; Kindergarten; Preschool Teachers; Reading Skills; Pedagogical Content Knowledge; Outcomes of Education; Case Studies; Gender Differences; Teacher Characteristics; Reading Difficulties; Dyslexia; Correlation; Learning Motivation; Classroom Techniques; Teacher Attitudes; Reading Instruction; Foreign Countries; Student Diversity; United Arab Emirates + Suchen Sie Ihr Suchwort? Arabisch; Self-efficacy; Selbstwirksamkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Reading skill; Lesefertigkeit; Pädagogische Kompetenz; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Geschlechterkonflikt; Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Korrelation; Motivation for studies; Lernmotivation; Klassenführung; Lehrerverhalten; Leseunterricht; Ausland; Vereinigte Arabische Emirate
Abstract	The purpose of this study was to investigate how the knowledge and self-efficacy of kindergarten school teachers impact students' learning outcomes namely Arabic language reading skills. The study was a cross-sectional survey and collected data from 120 kindergarten teachers. The study showed that there is a significant positive relationship between knowledge and self-efficacy, both contributing to better learners' experience during early learning periods. The null hypothesis of the study was that there was a difference in the teacher's gender in their ability to create enthusiasm in class. The teacher's gender difference had an insignificant effect. The study also found that there is still a challenge to effectively teach children with reading difficulties like dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01