The Impact of Reading and Numerous Initiative on Developing the Basic Skills Among Third Grade Basic Students in Southern Al-Mazar District

Etimad Jamil Al-Jaafreh, Suhair Al-Jaafreh


This study aimed at investigating the impact of reading and numerous initiative on developing the basic skills among third basic grade students in Southern Al-Mazar district, the sample of the study consisted of (49) third basic grade students who were intentionally selected.The instruments of the study were the language and numerous skills acquisition tests. To answer the questions of the study t test was used. The study revealed that there were statistical significance differences in the students achievement on the numerous skills test in favor of reading and numerous initiative. The results of the study also revealed that there were no statistical significance differences in the post total score in the students achievement on the numerous and reading basic skills among third grade students due to the gender. In light of the results of the study, the study recommended adopting reading and numerous initiative in teaching reading and numerous, it also recommended adopting this initiative for the fourth basic grade students.


Reading; Numerous initiative; Developing; Basic skills; Basic students; Jordan

Full Text:



Administration of Syllabi and Textbooks. (2005). General frame and outcome of public and private education levels of primary and secondary stages: Arabic language. Amman: Ministry of Education.

Akyeampong, K., Lussier, K., Pryor, J., & Westbrook, J. (2013). Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? International Journal of Educational Development, 33(3), 272-282.

Al Darawsheh, T., & Abdul Ghani, M. (2007). The impact of an educational program based and the constructive learning theory for acquiring reading and wr/t/ng skills for the slow reading students of the priming Stage in Jorda (Unpublished dissertation). Jordan: Amman Arab University for Higher Education.

Al Majeed, A. (2004). The relation between the level of achievement for math students and their general adequacy of the internal technical education. Journal of Arab Universities Union, (43).

Al Ragad, H. K. (2006). Effectiveness of a training program in developing leadership behavior of kindergarten children. Journal of Faculty of Education, (129), 475-519.

Barakat, A. (2008). An analytical study of the cross-sectional common spelling errors for pupils from first grade to fifth grade the city of Tulkarem, Palestine (PhD thesis). Educational Sciences.

Bassarear, T. (2001) Mathematics for elementary school teachers, Keene State College Boston (2nd ed.). New York.

Blachman, A., B. (2000). Phonologica awareness. In L. Kamil, B. Rosenthai, O. Pearson, & R. Barr (Eds.), Handbook of reading.V0.3. Mahwah: Lawrence Erlbaum Associates.

Bouchard, M. ( 2002). An investigation of students word knowledge as demonstrated by their reading and spelling errors. ERIC, AA3043277.

Cross, D. (2009). Creating optimal mathematics learning environments: Combining argumentation and writing. Interntional Journal of Science and Methematics Education, 7(5), 905-930.

EdData II: National Early Grade Literacy and Numeracy Survey Jordan. (2012). Intervention Impact Analysis Report.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Ober, D. (2013). Education: Pathways to superior content knowledge in preservica teachers (BA thesis, p.20). Dominican University of California.

Soman, A. (2014). Enrollment in kindergarten or the lack of it in the development of reading and writing skills of girl students at OM Habibah primary school in Jordan. Journal of An-Najah University for Humanities Research, 28(4).

The Ministry of Education, Planning Department. (2017). Direct reading and arithmetic initiative. Amman: Ministry of Education Press.

Yates, R (2002) Responding to sentence level errors in writing. Journal of Second Learning Writing, 11(1), 29-47.



  • There are currently no refbacks.

Copyright (c) 2017 Majid M. Al-khataybeh

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:;;;

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).


Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://; Http://;

Copyright © Canadian Academy of Oriental and Occidental Culture