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This study aims at identifying, analysing, and classifying the mistakes that students make in grades (second, third, and fourth) in the elementary stage in Aseer in reading aloud and developing a proposed program to treat these errors. The study used the experimental approach. The study sample consisted of (72) male and female students from the study population, representing the three grade levels. 24 students (12 males and 12 females) were taken from each grade, and the study sample was taken from seven schools. The results of the study showed that there are no statistically significant differences in students ’reading errors due to the gender variable. The prevalence of reading errors in students’ readings is not related to males or females or vice versa. Despite the difference between the reader's gender and the teacher’s gender, the differences came free of any clear statistical significance. The study revealed statistically significant differences in students’ mastery of some reading skills due to the gender variable. The skills that showed differences are observing punctuation, meaning skills, and reading speed. Females were better than males in these skills, and there were no statistically significant differences in the remaining reading skills between the genders. The study recommended preparing training courses to familiarize male and female teachers with the latest findings of studies related to reading to employ them in educational situations and providing teachers with methods to diagnose students' weakness in reading.
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