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.
Article Type
Article
First Page
617
Last Page
638
Publication Date
3-15-2022
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Alotaibi, Bander Mohaya
(2022)
"Parents and Stakeholders’ Perspectives on Early Reading Intervention Implemented as a Curriculum for Children with Learning Disability,"
Alustath Journal for Human and Social Sciences: Vol. 61:
Iss.
1, Article 27.
DOI: 10.36473/ujhss.v61i1.1314
Available at:
https://alustath.researchcommons.org/journal/vol61/iss1/27
