ABSTRACT

This study examines the perceptions of kindergarten (KG) teachers in Jordan about the importance of using a reading pictures strategy and the barriers to doing so. A descriptive design was employed and 192 teachers were surveyed to rank their perceptions. The results showed that teachers perceived a moderate level of importance about using reading pictures and almost a quarter indicated a low level of importance. There was no significant effect of specialisation, while there was a significant effect of qualification and years of experience. The results also revealed that using a reading pictures strategy is currently constrained by different factors including low parental involvement and lack of administration interest. A number of recommendations are presented for enhancing teachers’ perceptions regarding a reading pictures strategy and combating constraints.

摘要

本研究调查了约旦幼儿园 (KG) 教师对使用阅读图片策略的重要性的看法以及这样做的障碍。采用描述性设计，对 192 名教师进行了调查，对他们的看法进行排名。结果表明，教师认为使用阅读图片的重要性中等，近四分之一的人表示重要性较低。专业化没有显着影响，而资格和多年经验有显着影响。结果还表明，使用阅读图片策略目前受到不同因素的限制，包括父母参与度低和缺乏管理兴趣。