The Level of Practicing the Frequent Reading Strategy by Learning Resource Rooms Teachers in Improving Reading Fluency among Students with Reading Difficulties in light of Same Variables

Abstract

The study aimed to investigate the practice of Learning Resource Room teachers in using the frecuent reading strategy to improve reading fluency among students with reading difficulties in light of gender and years of experience variables. A scale of 11 items was developed and distributed to 150 teachers in Amman during the academic year 2023-2024. The results showed high practice levels, with no significant differences attributed to gender variables. However, there were significant differences in practice based on years of experience, with teachers with 1-5 years having higher levels of practice. The study recommended the development of training programs to improve technical skills and requirements for implementing the strategy, as well as professional development for resource room teachers.