Reading Comprehension Levels and Skills Available In The Textbook “Arabic Is My Language” For Fifth Grade of Basic Education, Both Parts (First & Second): An Analytical Study

Abstract

This research aimed to prepare a list of reading comprehension levels and skills appropriate for fifth grade of basic education, in addition to identifying the proportions of their availability in the textbook “Arabic Is My Language”. To achieve this, the researcher adopted the descriptive approach (content analysis method), the final list included (36) indicators. Based on this framework, the research instrument (content analysis form) was developed. After verifying its validity and reliability, the instrument was applied to the study sample, which was exclusively limited to activities within the “reading comprehension” domain, totaling (158) activities. The findings reveal that all reading comprehension levels were represented in the textbook, but unevenly distributed; approximately (60%) for literal and inferential comprehension levels, (21.8%) for creative comprehension level, and (18.4%) for appreciative and critical comprehension levels. Based on the research findings, it is imperative to  reconsider the allocation of activities pertaining to appreciative and critical comprehension levels, ensuring they constitute no less than (30%) of the total distribution.