The Evaluation Scale of Reading Disabilities in The Primary Schools in Northern Territory of Jordan from Learning Resources Room

Abstract

Many primary school students in Jordan suffer from reading disabilities. Teachers who are concerned with this problem need diagnostic tests and standardized measures to identify these disabilities in order to choose the appropriate intervention methods. Therefore, the present study aimed at exploring the reality that the teachers of the learning resource rooms benefit from the available reading disabilities scales. To achieve the objective of the study, the descriptive analytical method was used and a questionnaire was developed for teachers. The sample consisted of (111) teachers of learning resource rooms in primary schools in the northern region of Jordan. A total of 66 questionnaires were returned. The results indicated that the degree to which teachers benefit from the learning disabilities scales was moderate. The results also revealed that there were no statistically significant differences in subjects' responses due to gender, educational level, and experience.  The study recommended the need to hold training courses and workshops for teachers in order to teach them how to use the scales of reading disabilities in particular, and scales of learning in general in order to activate the use of these scales to the maximum possible extent.