The effectiveness of instructional software in reading comprehension skills and reading aloud of Omani fourth basic schools’ students

Background A significant body of research supports the notion that best practice in the teaching and learning of language incorporates complementary use of technology with the development of foundational knowledge and use of language (Hoopingarner 2009; Goh et al. 2004). Sometimes referred to as e-language learning, myriad opportunities exist for the exploration of the innovative ways technology based strategies for language learning are being implemented (Spreen 2002). With reference to Oman and the Arab World, Ismail et al. (2010) found that the use of technology by Arabic teachers for substantial learning and teaching activities was very modest and that use was predominantly confined to lesson preparation rather than a strategic teaching tool. Calls for the development of technological infrastructure, teacher and student skills and appropriate software which could be embedded into the curriculum by Al Musawi (2000) have been heeded as information and communication technology (ICT) and e-learning projects have become a key avenue for enhancing educational outcomes in Oman and the Arab World. Abstract