Manifestations of Reading Difficulties Among a Sample of Middle School Students from the Perspective of Their Teachers in the Bani Walid City

Abstract

The study aims to identify the manifestations of reading difficulties among middle school students in the city of Bani Walid from the teachers’ perspective. The researcher employed the descriptive method, with 85 male and female teachers participating. A questionnaire based on Aidh Fahm Al-Bishi’s scale was used, yielding a reliability coefficient of 0.85. The findings showed that reading difficulties result from a combination of school-related factors, such as overcrowded classrooms and weak discipline; student-related factors, including poor comprehension and low motivation; and curriculum-related factors, such as excessive content and weak design. The study also revealed limited diversification of teaching methods and insufficient instructional materials, while family factors had a less noticeable impact. The study concluded that reading difficulties are a multidimensional issue and recommended developing curricula, modernizing teaching methods, strengthening family involvement, and training teachers in effective reading development strategies.