Evaluating Policy Outcomes in First-Cycle Basic Education (Grades 1–4) through Fourth-Grade Reading Comprehension in South Sharqiyah Governorate, Oman

Abstract

This study analyzes the results of policies in first-cycle basic education in Oman, based on the reading comprehension of 4th grade students as a proxy for early literacy outcomes in the South Sharqiyah Governorate. It follows a policy evaluation design of mixed methods, which utilises findings from three categories of documents related to the curriculum collected during the 2025/2026 school year, 200 fourth-grade students, and 20 Arabic language teachers, as well as data from three supervisors/principals. The students’ performance was evaluated using a reading comprehension test to determine their performance on a reading test which consisted of literal, inferential, critical, and creative comprehension. The distribution of comprehension activities was determined by analysing curriculum-related documents, and classroom implementation, assessment, feedback, and professional development needs were interpreted through teacher/supervisor evidence. The results indicate that the overall reading comprehension level was moderate (73.5%). The strongest dimension was literal comprehension (82.1%), followed by inferential comprehension (74.8%), and the lowest dimension of critical and creative comprehension was 69.1% and 67.8%, respectively. The results of implementing the intervention indicated that making connections to literal and inferential comprehension was more prevalent than to critical and creative comprehension, while document analysis revealed more focus on these two comprehension skills than on critical and creative comprehension. This study contributes to education policy public administration by demonstrating how grade 4 reading comprehension can function as a practical policy outcome indicator. It offers a governorate-level model for linking learning evidence with curriculum review, assessment reform, teacher development, school monitoring, and evidence-based educational planning in the Sultanate of Oman.