Readability Level of Arabic Language Textbook of the Sixth Grade in the State of Kuwait

Authors

  • Shaye Al Shaye Associate Professor, Department of Curricula & Instruction, College of Education, Kuwait University, Jamal Abdul Nasser St., Kuwait
  • Mohamed Doheim Al Dhefeiri Associate Professor, Department of Curricula & Instruction, College of Education, Kuwait University, Jamal Abdul Nasser St., Kuwait

DOI:

https://doi.org/10.36941/jesr-2021-0089

Keywords:

readability, methods of measuring readability, level of readability

Abstract

The current study aimed to identify the level of readability of the sixth-grade Arabic language textbooks in the State of Kuwait from the viewpoint of Arabic language teachers, and in light of the students 'performance in reading the Cloze test of these books. For the current study, a tool was prepared that was applied to a sample of (200) male and female Arabic language teachers in the middle stage. The reading Close test was applied to a sample of (320) male and female sixth-grade students. The results of the study revealed that teachers' estimates of the level of readability of reading textbooks prescribed in the book entitled "My Arabic language" were of a moderate degree, with relative weight (57.8%). The results also showed that most of the students were distributed within the depressive level of readability, with a percent of (76.9%) and (16.6%) within the educational level, and (6.5%) within the independent level. It is also showed that there were statistically significant differences between the mean individuals of the sample of both sexes on the reading Cloze test in favor of females and that there were no differences based on the educational Zone. In light of the study results, a set of recommendations was presented.

 

Received: 18 March 2021 / Accepted: 5 June 2021 / Published: 8 July 2021

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Published

2021-07-08

How to Cite

Al Shaye, S. ., & Al Dhefeiri, M. D. . (2021). Readability Level of Arabic Language Textbook of the Sixth Grade in the State of Kuwait. Journal of Educational and Social Research, 11(4), 204. https://doi.org/10.36941/jesr-2021-0089

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Articles