Parents and Stakeholders’ Perspectives on Early ‎Reading Intervention Implemented as a Curriculum for ‎Children with Learning Disability

Abstract

Stakeholder and parent preceptive have an influence on children’s educational performance of early reading stages. The purpose of this study was to understand stakeholders’ perspectives of early reading skills as a curriculum for early readers with learning disabilities. This study used a quantitative method to identify perspectives of stakeholders and parents. Data were collected from 25 public elementary in the metropolitan area of Hail City. Data were analyzed with Exploratory Factor Analysis (EFA), and Multivariate Analysis of Variance (MANOVA) to investigate effects and interactions between variables. The results indicated that 93% of parents and stakeholders strongly agreed on the importance of reading skills as follows: phonological awareness, phonics, and fluency. Also, participants’ role had a significant impact on the variables of perspective while age of participants had non-significant impact. Also, educational levels of participants had no significant affect and impact on the perspective. But, when grouped two variables, participants’ role by Age interaction had a significant effect on the combined dependent variables. Also, participants’ role by education level interaction had significant impact on participant’s perspective. Participants’ role’s by age by educational level interaction had significant impact on the perspective.