A dissertation submitted in partial fulfilment of the requirements for the award of the degree "Licence en Langue et Littérature Anglaises"

RESUME,

The main objecive of this stugy was to assess the reading skill in basic school. In addition, the difficulties encoutered by both teachers and pupils in teaching learning proces were explored. The studly tried to give the answers to the questions how teachers teach the reading skill, the difficulties teachers and pupils face in reading skill, the teachers' views about reding skill and the strategies should teachers use to improve reading competency. Consequently, ten teachers were asked and 506 pupils were chosen through simple random sampling technique. The data were collected using questionnaires and classroom observation xas applied.

In this study empirical results indicated that, there are different factors that have influened the reading skill. The findings firstly showed that, the teachers' inappropriate application of reading techniques and lack of attention from their teachers made the pupils lose their motivation and lowered participation in reading comprehension. It was the preliminary factors as the assessment showed. The respondents pointed out that it is the results of shortag of time and large classes which provoke the inability to give focus for each pupil and bring difficulties to a text bool in the time allotted. Secondly, pupils are not guided by their teachers to read supplementary materials. Besides, text books are not enough. Though teachers have a good understanding on the importance and the role of reading strategies, their classroompractice do not correspond to their perceptions on the development of students reading skills. As aresult, most pupils have less experience of reading. Thus, the majority of pupils do not give attrention to reading comprehension. Finally, the respondents confirmed that the students' lexical and syntactical knowledge of word affect the students reading skill. Most of them descibed that the difficulties of vocabularies and complex sentences and anxiety discourage and deprived the development of their reading skill. These are related to different factors such as large classes, inappropriateness of the program to the background knowledge.