Abstract
The content area teachers' competencies were determined using a descriptive research methodology based on their level of knowledge of the nature of reading and content area reading instruction. Data were collected using the Assessment Tool on Teachers' Level of Knowledge of the Nature of Reading and Content Area Reading Instruction. To enhance the answers acquired from the survey questionnaire, unstructured interviews were used. Frequency count and mean were used to evaluate and interpret data gathered from teacher-respondents' level of knowledge of the nature of reading and content area reading instruction. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implement and integrate reading instruction and strategies.
Highlights
The ability to read is regarded as one of the most significant academic language abilities among students
It can be gleaned from the table that only the English teacher-respondents are highly knowledgeable ( 3.53) of the nature of reading and content area reading instruction
While all BSEd students take courses related to communication skills, including reading, those who major in English take more courses related to these skills, allowing them to gain a broad reading background in language and literature, demonstrate competence in using innovative language and literature teaching approaches, methodologies, and strategies, as well as demonstrate proficiency in reading
Summary
The ability to read is regarded as one of the most significant academic language abilities among students. It is sad to note that when K to 12 teachers are asked to identify the challenges students face in learning, one of the major issues often discussed is that students find it difficult to comprehend the texts that are used in their classrooms. These difficulties are even pronounced for students in grades 4 to 12, where more than eight million students are hard up in understanding texts in academic content areas (Fang & Schleppegrell, 2010)
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