Abstract
Stakeholder and parent preceptive have an influence on children’s educational performance of early reading stages. The purpose of this study was to understand stakeholders’ perspectives of early reading skills as a curriculum for early readers with learning disabilities. This study used a quantitative method to identify perspectives of stakeholders and parents. Data were collected from 25 public elementary in the metropolitan area of Hail City. Data were analyzed with Exploratory Factor Analysis (EFA), and Multivariate Analysis of Variance (MANOVA) to investigate effects and interactions between variables. The results indicated that 93% of parents and stakeholders strongly agreed on the importance of reading skills as follows: phonological awareness, phonics, and fluency. Also, participants’ role had a significant impact on the variables of perspective while age of participants had non-significant impact. Also, educational levels of participants had no significant affect and impact on the perspective. But, when grouped two variables, participants’ role by Age interaction had a significant effect on the combined dependent variables. Also, participants’ role by education level interaction had significant impact on participant’s perspective. Participants’ role’s by age by educational level interaction had significant impact on the perspective.
Highlights
Learning disabilities (LD) is a common condition of presumed neurological origin which leads to difficulties in one or more academic areas, and affects the development, integration, and /or demonstration of verbal and/or nonverbal abilities
The primary purpose of this study is to seek to understand stakeholders and parents’ perspectives of key concepts and essential early reading skills that impact the design of curriculum that will serve as an intervention for early struggler readers who have LD
● What is the difference among parent and stakeholders’ perspectives according to their age, roles, and educational level on the importance of early reading curriculum for children with LD in public elementary schools?
Summary
Learning disabilities (LD) is a common condition of presumed neurological origin which leads to difficulties in one or more academic areas (e.g., writing, reading, or mathematics), and affects the development, integration, and /or demonstration of verbal and/or nonverbal abilities. A further study by Kindiki (2009) reported that parent involvement in their child’s learning increases their child’s academic motivation and achievement (Crozier & Reay, 2005; Henderson & Berla, 1997). The school’s teams and leaders face a challenge in term of whether parent and stakeholders’ expectations coincide with school objectives. Community members, schools, parents, and educators should be aware of those potential conflicts so they can prevent obstacles that could arise (Epstein, 2002) Another factor is the type of community that enables students, families, teachers, administrators, and community members (i.e., stakeholders) to enhance a school’s education should stem from meaningful relationships between everyone. Other studies have found that parent perspectives develop children’s perception of their learning ability, attitude, and motivation to accomplish reading tasks (Stevenson & Newman, 1986; Eccles, 1983; Parsons, Adler, & Kaczala, 1982). A great number of researches has shown that poor readers have a difficulty with the phonological processing as a common learning issue (Salman, 2009, Torgesen, 2004)
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