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ERIC Number: EJ1018581
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1745-4999
Reading Comprehension Strategies: An International Comparison of Teacher Preferences
Kissau, Scott; Hiller, Florian
Research in Comparative and International Education, v8 n4 p437-454 2013
In response to international concern over poor reading skills among adolescent learners, teachers of these students are encouraged to integrate reading comprehension instruction into their classrooms. To increase the likelihood that reading comprehension strategies are effectively used in schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as beneficial in regard to their particular area of expertise. To better understand what strategies are viewed as beneficial in different content areas, two teacher educators investigated the preferred reading comprehension strategies of teacher-candidates in Germany and the United States of America in regard to a variety of different contexts. Using a survey to collect both quantitative and qualitative data, the researchers were able to identify common preferences among participants from both countries. While supporting the reported benefits of teaching reading comprehension strategies, the results of the study also suggested that some of these strategies are better suited to specific content area instruction than others.
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/rcie
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; United States