The Extent of the Prevalence of Pronunciation Problems among Students of the First Primary Stage in the Point of View of their Teachers and Treatment Methods The Extent of the Prevalence of Pronunciation Problems among Students of the First Primary Stage

Abstract

This research aims to learn more about the nature and scope of the speech disorder problem among first graders in the perspective of both classroom teachers' and students' experiences with available interventions. The descriptive approach was relied on to achieve the study’s objectives with its quantitative and qualitative methods. The study consisted of two instruments: the first tool was a questionnaire prepared by researchers. It consisted of (40) paragraphs divided into four areas. It was distributed to a sample of (47) primary school teachers in Nablus and Amman. They were selected most feasibly. The data was statistically analyzed. The stability coefficient was (0.87), which is a good stability coefficient that satisfies scientific research purposes. Concerning the second tool, it was an interview that consisted of (4) questions through which methods of treating speech problems were reached. The survey found that, from the perspective of their teachers, pupils in Nablus's first primary stage have a significant amount of difficulty with pronunciation. It was found that there are no statistically significant differences at the level of significance (α≤ 0.05) between the responses of the study sample members about the prevalence of pronunciation problems among the first primary stage students in the point of view of their teachers due to each of the variables (gender, years of experience). The most important methods of treating pronunciation problems were to practice pronouncing some words and sounds and continuing to repeat them and evaluation by teachers and parents, working to provide a set of exercises for the child to practice at home constantly, and training the child on how to output the sound to make speech clearer and giving different ways for family members to communicate with the child. The most important recommendations were that the curriculum developers introduce many activities encouraging students who suffer from pronunciation problems to use the correct pronunciation.