Reading and teaching Interdental letters to first-grade students using interactive methods

Abstract

This study aims to examine the impact of interactive methods on teaching dental letters (thāʼ, dhāl, ẓāʼ) to first-grade primary students, compared to traditional methods. Teaching these letters poses a challenge due to their difficulty and similarity to other sounds, requiring innovative educational strategies to improve correct pronunciation. The research adopted an experimental methodology, with the sample divided into two groups: an experimental group taught using interactive activities such as educational games and flashcards, and a control group taught using traditional methods.The study tools included pre-tests and post-tests to measure the pronunciation of dental letters, with the reliability and validity of the test verified through statistical analysis. The results showed that interactive activities significantly improved the pronunciation of dental letters in the experimental group compared to the control group. The reliability coefficient of the test reached 0.85, indicating the tool’s reliability.

The study concluded that interactive methods are more effective than traditional methods in enhancing the pronunciation of dental letters. It recommended integrating interactive activities into curricula, training teachers to implement them, and designing specialized educational programs to improve children’s pronunciation. Furthermore, the study suggested conducting future research to expand the application of these activities to other areas of Arabic language education.