An Analysis of the Reading Comprehension Questions in the Elementary Arabic Language Textbook in Algeria in Light of Barrett's Taxonomy

Abstract

       This study aimed to analyze and classify the reading comprehension questions in the Arabic language Textbook prescribed for students in the third and fourth years of primary education in Algeria in light of Barrett’s Taxonomy (1976). An analysis card was used that includes the levels of this classification, which are literal comprehension, reorganization, inferential, evaluation, and appreciation. The analysis was classified on the basis of their frequency and percentages, in order to identify the levels of reading comprehension targeted by the evaluation activities affiliated with the reading activity. The study relied on a descriptive-analytical approach based on content analysis technique. The result of this study indicated that the reading comprehension questions focus on the low level of reading comprehension questions (literal, reorganization, inferential) and give less weight to high level reading comprehension questions (evaluation, appreciation).