All basic schools have long recognized that reading development requires at least reading with fluency and comprehension. Thus, I decided to make a survey with 24 teachers in our school.

 An analysis of the vote about reading revealed that 16.67% of teachers indicated the problem to Phonological processing which many poor readers have a specific weakness in phonics. 4.17% of teachers indicated on less of attention during the lesson. 8.33% of teachers indicated on learning environment which required time and full of resources to develop reading and if we have this environment such as learning resource centre, to what extant children can use all these resources and gain a wide knowledge through reading stories to improve this skill. 12.5% of teachers indicated on the lack of self-confidence and this depends on child’s personality such as shyness, and other factors which can teacher recognize during the lesson. The last reason shows that 58.33% of teachers indicated on Parents’ role to build good personality traits and when the parents encourage their child to love reading from an early age.

We found that the higher present was 58.33% which shows how the parents’ role is significant to support their children to read from the beginning because reading to a child improves her\his confidence and eagerness to read well. Comprehension and retention improves through hearing stories read aloud so this can generate interaction and discussion afterwards.