Reading Instruction in the Primary Grades
The school year is 36 weeks, with approximately 32 weeks of instructional time. Each class is 40 minutes long. At the fourth grade, seven instructional periods per week (17 percent of instructional time) are devoted to Arabic language instruction. Of these lessons, three are devoted to reading aloud and silently, while one lesson each is devoted to language patterns, dictation, handwriting, and written composition. In the earlier grades, up to 12 lessons per week are devoted to Arabic language instruction. The gradual decrease in instructional time across grade levels is intentional because children learn the basics of reading and writing in the first and second grades before moving on to other skills in the later grades. A substantial amount of time (five lessons per week) is devoted to second language instruction in English, with greater amounts of time specified at earlier grades.12
Instructional Materials
The Ministry of Education produces the textbooks and instructional materials used in all subjects. The curriculum framework prescribes teaching methods as well as the different modes and tools of assessment. Textbook development teams consisting of specialists in each subject, including a supervisor, a curriculum officer, an assessment officer, and a teacher trainer, translate the curriculum goals and learning outcomes into lessons and activities in the form of textbooks. Focus groups followed by a committee headed by the Ministry of Education undersecretary review the completed textbooks, and special committees check the suitability of commercially produced materials before they are made available for purchase. The writing committee for each subject area then distributes student and teacher resources (including their electronic components) to government and Arabic medium private schools, ensuring that all students use a common set of resources. Each teacher receives a teacher’s guide that includes suggested classroom activities and methods of teaching the lessons in the textbook.13
Schools also receive educational aids (e.g., compact discs, videos, conversation charts, supplementary texts), considered an integral part of the reading curriculum in Cycle One of basic education. The Center of Production of Textbooks and Arabic language curriculum officers produce materials related to the curriculum for schools as well (e.g., magnetic Arabic letters, a round disc of both writing shapes of the T sound in Arabic).
Use of Technology
Information and Communications Technology (ICT) is integral to the teaching of the Arabic language in Omani schools. Particularly during Cycle One of basic education, the use of technology makes learning concrete and meaningful. ICT tools (e.g., computers, multimedia players, and projectors) have become essential aids in teaching skills such as phonics, reading, and writing simple sentences. Language learning is further supported by students’ receipt of discs containing electronic editions of Arabic textbooks and audio editions in addition to printed ones provided by the Ministry of Education. Electronic editions of textbooks and the teacher’s guide are uploaded onto the Ministry’s educational portal, allowing teachers to display the content of the books during reading instruction. New technological developments such as an interactive electronic edition of part of a Grade 4 textbook called I Love My Language diversify learning resources while encouraging innovation in classrooms.
Role of Reading Specialists
The Arabic language teacher is responsible for teaching all language skills and for providing additional support as needed. Thus, there are no reading specialists in Omani schools.
Accommodation Policies for Instruction and Testing
The teacher’s guides prepared by the Directorate General of Curriculum Development include various instructional methods for all subjects. The Directorate General of Educational Evaluation is responsible for preparing assessment materials that specify testing protocol and criteria for all subjects and grades.