The Level of Reading Pedagogical Knowledge Among First Three Grades Female Teachers in Jordan

The aim of this study was to investigate the level of reading pedagogical knowledge among first three grades female teachers in Jordan, and determine whether there are statistically significant differences in their knowledge level attributed to variables of qualification, years of experience, and enrollment in the RAMP course. To achieve the objectives of the study, the descriptive method was followed. The study sample consisted of (295) first three grades female teachers from schools affiliated to the Directorate of Education in Jerash Governorate. To achieve the study's objectives, the researcher prepared an objective situational test consisting of (32) multiple-choice questions, equally distributed across four domains: phonological awareness pedagogy, fluency pedagogy, vocabulary pedagogy, and reading comprehension pedagogy. The study results indicated that the average level of knowledge of first-grade teachers of reading pedagogy of was moderate. The results also showed statistically significant differences between the average scores of the teachers' knowledge levels in the four individual and combined domains of reading pedagogy, attributed to the variable of enrollment in the RAMP course for those who participated, with no statistically significant differences attributed to the variables of qualification and years of experience. In the light of the study's findings, the researchers recommend to enhance training and professional development programs for the first three grades teachers in the field of reading pedagogy.