The aim of this study is to build a measure to diagnose reading difficulties among primary school students in Jordan from teachers' point of view. The study population consisted of (11513) teachers of the primary stage teachers in Jordan for the academic year (2018/2019), including (1521) male teachers and (9992) female teachers. The sample of the study comprised (484) teachers, out of them (263) male teachers and (221) female teachers. On the basis of the descriptive survey method, a questionnaire was developed to collect data. It consisted of (44) items anchored according to the Likert five-point scale. The results showed the foundations of developing a diagnostic scale for reading difficulties according to scientific bases as presented by scale One-dimensional were achieved, where the correlation coefficients between the item and the total score on the scale ranged between (0.187 - 0.471) and all are statistically significant at the level of (? ? 0.01). This is an indication of high structural validity, and the coefficient of reliability (0.855), which is a very high value. The study recommended that the concerned parties should be invited to benefit from the results of the study and detecting the level of reading difficulties among primary school students and working on building remedial plans to overcome the difficulties.
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In-Text Citation: (Freihat et al, 2019)
To Cite this Article: Freihat, H., Baioumy, N., Ab-Rahman, R., Sheirah, K. A., & Marshoud, M. (2019). Developing a Scale to Diagnose Reading Difficulties among Primary School Students in Jordan from Teachers’ Point of View. International Journal of Academic Research in Business and Social Sciences, 9(11), 131–143.
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