Training Strategic Reading for Pre-Service English Teachers

Abstract

In the past decades, a large amount of research has demonstrated that reading strategy instruction in language classrooms is able to facilitate students' reading comprehension. However, teaching strategic reading is a complex issue. Whether or not teachers have sufficient knowledge of strategic competence plays a crucial role in implementing effective reading strategy instruction. The purpose of this study was to investigate the effect of training strategic reading for pre-service English teachers and it was also aimed to probe their perspectives of such instruction through interviews. This study adopted a quasi-experimental design and the participants were 48 pre-service English teachers who enrolled in the Program of Second Specialty Training for Secondary English Teachers at a university southern Taiwan. The results of this study demonstrated that the prospective teachers considered the teaching of strategic reading instruction beneficial to their reading comprehension and it also helped them become well-equipped for their future implementation of reading strategy instruction. It was suggested that teaching strategic reading should be incorporated into teacher training programs to cultivate the know-how of reading instruction for pre-service English teachers.