PROMOTING READING FOR PLEASURE WITH KINDERGARTEN CHILDREN IN SAUDI ARABIA

The main aim of this study was to promote reading for pleasure by evaluating the impact of an intervention study on kindergarten children in Saudi Arabia. To achieve this aim I undertook an evaluation case study by choosing three classrooms (KG1, KG2 and KG3) in one kindergarten, and implementing an intervention which fostered reading for pleasure. The project consisted of five separate elements, which were identified following a review of the literature on reading for pleasure. These were: using iPads for reading, introducing story sacks and high quality books in the classroom, using an interactive read aloud approach and establishing a home-school relationship. Prior to the project, I interviewed the teachers and observed children. I then undertook /five professional development workshops for teachers and one development workshop for parents and teachers in which the various elements of the intervention project were introduced. Following these development sessions, I observed children as the changes were implemented, and I also interviewed teachers and parents.

The findings of this study indicated that introducing the five elements of the intervention programme into the classroom promoted children’s curiosity and engagement with regard to reading for pleasure. In addition, school-home partnerships with regard to reading were enhanced. The findings of the study indicated that children’s individual needs for autonomy, competence, and relatedness in relation to reading were met as result of the intervention, which contributed to their self-determination. This resulted in children’s motivation for, and pleasure in, reading being enhanced. The study has implications for research, policy and practice, identifying that there is a need to develop professional development programmes that promote reading for pleasure in kindergartens in Saudi Arabia.