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ERIC Number: EJ964319
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1354-0602
Teachers' Conceptions of Reading Comprehension and Motivation to Read
Taboada, Ana; Buehl, Michelle M.
Teachers and Teaching: Theory and Practice, v18 n1 p101-122 2012
Given the increasing number of immigrant students in the USA initially schooled in Mexico, Central America, and South America, and the dearth of investigations examining the beliefs of teachers from Mexico, Central America, or South America, an exploration of Latin American teachers' conceptions may inform policy-makers and researchers about teachers in different cultural contexts and provide insight into the types of instruction Latin American immigrants may have experienced before coming to the USA. Teachers' conceptions of reading comprehension and motivation to read across two cultural contexts (i.e. the USA and Argentina) were examined by analyzing responses from 21 US teachers and 23 Argentinean teachers. Both groups of teachers held views of reading comprehension in partial agreement with cognitive views of reading comprehension but differed in their views of instructional practices for "supporting" reading comprehension. Differences also emerged for conceptions of motivation and practices to support motivation to read. Knowledge of teacher views can be used by teacher educators to target misconceptions and further develop teachers' knowledge and skills related to reading comprehension and motivation to read. (Contains 8 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Argentina; United States