Teachers perceptions of instruction in comprehension

Abstract

Powerful new ideas about the teaching of reading are sweeping through the ranks of professional reading specialists, elementary reading teachers and teacher educators. Are classroom teachers prepared to assume new roles crucial to the implementation of these ideas? Eastern Washington University has conducted a three‐year research project which casts cautious doubt, not on teachers' capabilities, but on teachers' perceptions of instruction in reading comprehension. The results of this research indicate that few practicing teachers discriminate instruction in comprehension from other activities related to the teaching of reading comprehension. This article details research methods, findings and implications.