The present study is aimed at exploring the approaches adopted by female teachers of lower basic grades (1st, 2nd and 3rd) to the activity of reading to students, approach differences depending on the grade taught and the teacher’s experience. To this end, a questionnaire was distributed to a random sample of 150 lower basic grades teachers in Amman-based primary schools during the second semester of the academic year 2017/2018. The study showed a positive approach by the teachers to their students. In addition, there were no statistically significant differences between these teachers in their approaches to the activity of reading to students depending on the variables of grade or years of experience. In light of the results, a number of recommendations are made. Most importantly, the apparent positive approach by the lower basic grades teachers to the activity of reading to students needs to be invested by introducing some useful reading activities to the curricula and urging the teachers to apply them.
approaches, lower basic grades teachers, activity of reading, students, curricula