The Degree Teachers of the First Three Primary School Grades Apply Teaching Basic Reading Skills for the (RAMP) Initiative from the Viewpoint of Educational Supervisors in Jordan

The study aims to reveal the degree teachers of the first three school grades apply basic reading teaching skills of the Reading and Mathematics Initiative (RAMP initiative) from the educational supervisors' point of view. The sample of the study consists of (114) educational supervisors from the directorates of education in Jordan. To achieve the objectives of the study, a questionnaire is designed consisting of (40) items distributed to four areas of basic reading skills: phonemic awareness, reading letter sounds, vocabulary knowledge, and reading comprehension. The results of the study show that the overall application score for female teachers in teaching basic reading skills comes at a high score with an arithmetic average (4.03), and all four basic skills obtain a high grade, and the skill of reading letter sounds comes in first place, and the reading comprehension skill comes in second place, in the third place is the skill of vocabulary knowledge, and in the fourth and final place is the skill of phonemic awareness. The results also reveal the existence of statistically significant differences attributed to the class variable in the skills of phonemic awareness and reading letter sounds in favor of the third grade. The study has a number of recommendations, most notably the emphasis on interest in the skill of phonemic awareness.