Abstract

This research investigates the reading comprehension skills of Arabic language education students, rooted in a robust theoretical framework. Emphasizing the dynamic nature of reading as a multifaceted cognitive process, the study examines the shift from traditional decoding to contemporary comprehension approaches.

Introducing two reading approaches, "Text-Driven" and "Concept-Driven," the study categorizes comprehension into literal, interpretive, and creative levels. It underscores the pivotal role of teachers in shaping students' reading abilities, emphasizing the impact of teachers' skills on advanced comprehension stages.

The research aims to assess practical education students' proficiency in comprehension, considering factors like vocabulary organization, meaning translation, and interpretation, within the context of linguistic competence and cognitive development. Results reveal varying degrees of practice among 200 participants in literal (42.1%), deductive (24.6%), evaluative (21.8%), and creative (11.4%) absorption levels, highlighting the critical role of teachers in shaping students' reading skills.

In conclusion, this study contributes insights into the nuanced relationship between language, thought, and the evolving dynamics of reading among practical education students in the College of Education.

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