The Level of Knowledge and Implementation of Teachers of Students with Reading Difficulties Regarding the Shared Reading Strategy in Improving Reading Comprehension

The study aimed to assess the level of knowledge and application of collaborative reading strategy among teachers of students with learning disabilities in reading, and to analyze the obstacles they face in implementing this strategy to improve reading comprehension. The study followed a descriptive-analytical approach and included all teachers of students with learning disabilities in public primary schools in Riyadh city. A questionnaire was used to collect data. The results showed that the level of knowledge of teachers regarding the objectives and steps of applying the collaborative reading strategy to enhance reading comprehension was moderate, with an overall mean score of (3.170) and a relative weight of (63.4%). Furthermore, the results revealed that the level of application of this strategy by teachers was low, with an overall mean score of (1.844) and a relative weight of (36.9%). The level of obstacles faced by teachers in implementing the strategy was moderate, with an overall mean score of (3.252) and a relative weight of (65.0%). The most prominent obstacles included the lack of support from school administration and supervisors, and the difficulty in capturing the attention of all students during collaborative reading sessions. Based on these findings, the study recommended the necessity of providing greater support from school administration and supervisors to teachers of students with learning disabilities and developing comprehensive training programs to enhance teachers' knowledge of the objectives and steps of applying the collaborative reading strategy.
Keywords: Learning disabilities, collaborative reading, reading comprehension, obstacles