Investigation of Reflecting Reading Comprehension Strategies on Teaching Environment Among Pre-Service Classroom Teachers

Mehmet Aşıkcan,Gülhiz Pilten

doi:10.26822/iejee.2018438129

Abstract

The purpose of the study is to define the reading comprehension strategies considered by pre-service classroom teachers to be applicable in the classroom and their practical designs related to these strategies in terms of selecting text appropriate strategy, and full and correct use of the strategies in reading process (pre-reading, during-reading, post-reading, whole reading process) in accordance with the conceptual framework defined in the literature. The study has been conducted as a case study which is one of the qualitative research designs. The sampling group has been composed of 140 undergraduate students. Data collected through interviews, have been analysed with the help of document analysis method. Results indicate that pre-service teachers have used almost half of strategies defined as pre-reading strategies in the literature. Among the used strategies, the most repeated ones are guesses by visuals and stimulating prior knowledge. According to another finding of the study, pre-service teachers used only a few of the during-reading strategies defined in the literature. Finally, pre-service teachers designed post-reading strategies the most, and the strategy variation was accordingly the most for post-reading. Keywords: Reading comprehension strategies, pre-service classroom teachers, activity designs

Highlights

Attaining automaticity with multiplication facts is both a de Reading comprehension is a skill that is founded during primary school years and can be developed within process
The purpose of the present study is defining the reading comprehension strategies considered applicable in the classroom by pre-service classroom teachers and their practical designs related to these strategies; in terms of selecting text appropriate strategy, and full and correct use of the strategies in reading process within the conceptual framework defined in the literature
The reasons for using this model in the present study are, that the reading comprehension strategies pre-service classroom teachers will use are accepted as a case with no distinct borders and that cannot be controlled by the researchers; and that this model enables researchers get involved in this case, investigate it in detail and find answers to “why-how” questions

Summary

Introduction

Attaining automaticity with multiplication facts is both a de Reading comprehension is a skill that is founded during primary school years and can be developed within process. Since the main purpose of reading is the efficacy of the communication between the ideas and the readers, students need to have skills and strategies required to obtain information from print sources (Collins & Cheek, 1999). At this point, the concept of “reading strategies” comes into prominence. Reading strategies can be defined as a series of problem solving behaviour used to make meaning of the text or cognitive tools that can develop students’ academic performance and mental processes that can be chosen consciously when comprehension gets difficult (Barnett, 1988; Piloneita, 2006; Cohen, 1990)

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