Reading and Writing Learning Difficulties in Kindergarten Children from the Perspective of Kindergarten Teachers - A Study Applied to Kindergartens in Souq Al Jumaa Municipality

Abstract

This study aims to identify the most significant difficulties in learning reading and writing among kindergarten children from the perspective of kindergarten teachers, as these difficulties are among the most widespread across different educational stages and may lead to academic delay later on. The research problem is represented in the main question: What are the difficulties of learning reading and writing for kindergarten children? This question was addressed through answering several sub-questions, using a questionnaire that was randomly distributed to a sample from some kindergartens in the Souq Al-Jumaa municipality. The researcher adopted the descriptive-analytical method and reached a number of findings. Among the most important results related to reading difficulties in kindergarten children are: the similarity in the shapes of some letters, which makes it difficult for children to distinguish between them and read them; the similarity in pronunciation of some letters such as ، and the child’s inability to differentiate between the solar and lunar “lam,” which increases the difficulty of reading words. All these were found at a high level. As for writing difficulties, the results also showed a high level, including slow writing and copying, excessive pressure on the pen while writing, incorrect pencil grip, difficulty distinguishing between dotted and undotted letters, and difficulty differentiating between letters that share the same articulation point, which in turn leads to difficulty in writing them.