General and Special Education Teachers' Knowledge about Reading Comprehension Processes and Instructional Practices

Autor/inn/en	Jakobson, Kristi; Soodla, Piret; Aro, Mikko
Titel	General and Special Education Teachers' Knowledge about Reading Comprehension Processes and Instructional Practices
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 9, S.2229-2256 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jakobson, Kristi) ORCID (Soodla, Piret) ORCID (Aro, Mikko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10280-8
Schlagwörter	Reading Comprehension; Teaching Methods; Teacher Attitudes; Special Education Teachers; Reading Processes; Foreign Countries; Content Analysis; Pedagogical Content Knowledge; Preservice Teacher Education; Faculty Development; Reading Strategies; Comparative Analysis; Estonia + Suchen Sie Ihr Suchwort? Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Leseprozess; Ausland; Inhaltsanalyse; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Reading strategy; Leselernstufe; Lesetechnik; Estland
Abstract	The study investigated teachers' knowledge of reading comprehension processes and reading comprehension instruction. The study was carried out among teachers (N = 65) in Estonia. The content analysis classified qualitative data from semi-structured interviews as quantitative data. The results showed that teachers' content knowledge about reading comprehension processes and pedagogical knowledge of reading comprehension instruction were considerably variable yet mostly limited. Special education teachers (n = 37) mentioned a wider range of reading strategies than classroom teachers (n = 28). When describing how to support struggling readers, significant differences emerged between the teacher groups: Special education teachers mentioned activities to support students' reading comprehension more frequently than classroom teachers whereas classroom teachers mentioned activities for supporting reading motivation more often than special education teachers. Teachers' lack of knowledge about reading comprehension processes and reading comprehension instruction indicate the need to improve these topics in preservice and in-service teacher training to enhance their teaching skills. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01