Exploring primary teachers’ emotional and instructional challenges in supporting students with general reading difficulties in Saudi Arabia

A study conducted in Saudi Arabia explored the instructional and emotional challenges experienced by primary school teachers in supporting students with general reading difficulties. Utilizing a descriptive phenomenological design and semi-structured interviews with 14 teachers, the research identified significant challenges across instructional practices, emotional well-being, the need for instructional adaptations, and deficiencies in school preparedness and professional development.

This research underscores the critical need to enhance teacher support and training for literacy education, particularly in regions where such studies are less common. Addressing these challenges directly impacts educational outcomes for students, teacher retention, and the overall quality of primary education.

Primary school teachers in Saudi Arabia face substantial instructional challenges when addressing general reading difficulties among students.

Forward consideration, not a verified fact.