EXAMINING READING-RELATED TEACHER EDUCATION AMONG TEACHERS OF STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA

Abstract

The purpose of this study was to examine the relationship between reading-related training (university courses and professional development beyond university training) and the implementation of reading instruction among teachers of students with LD in Saudi schools. A survey was sent to both male and female teachers of students with LD (N = 2158) in Saudi schools, asking them about their demographic information, reading-related courses, reading- related professional development activities, and their implementation of reading instruction in their classroom. A multiple regression analysis was conducted to examine the correlation between teachers’ reading-related training and their implementation of 17 reading practices for students with LD. The results indicated that teachers’ reading-related training was significantly related to their implementation of ten reading practices. The implications and recommendations for future research, policy, and practice are discussed.