Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation

Abstract

Understanding reading comprehension processes is vital for teachers to effectively conduct teaching and assessment of reading in schools. Hong Kong students' outstanding reading performance internationally is commonly attributed to the implementation of reading comprehension models in its Chinese language curriculum, however, the understanding of teachers' conceptions of reading comprehension is still very limited. This phenomenographic study interviewed 28 in-service Chinese language teachers from eight Hong Kong primary schools and illustrated the elicited conceptions of a model of reading comprehension processes (i.e., Six Types of Reading Comprehension Process Model, a widely used model in Hong Kong). The three categories of teachers' conceptions found are as follows: understanding basic ideas of a text, sequential development of holistic comprehension skills, and fostering independent readers. This study further employed sense-making theory to investigate the formulation of the teachers' conceptions. It is found that the conceptions were shaped when teachers' conventional practices that focused on rote-learning interplayed with the continual regulating means of the implementation. Teachers are also highly influenced by factors like attainability by their students and agreement with own philosophy. This study also implied that teachers' beliefs will need to be brought to light in order for new learning to happen.

[Retracted] Implementing the Hybrid Neuro‐Fuzzy System to Model Specific Learning Disability in Special University Education Programs

“…Content analysis was used to examine the responses received. Finally, the study attempted to suggest a paradigm for an inclusive future of special needs education based on targeted interviews [14][15][16].…”

Teorías implícitas sobre la lectura en ingresantes universitarios con bajo rendimiento en comprensión de textos. Estudio de casos

“…Los resultados de investigaciones que se han realizado en países asiáticos como Hong Kong permiten entender cómo un sistema educativo estructurado con base en modelos de lectura interactivos (lector-textocontexto) y constructivos (leer para construir sentido) no garantiza altos niveles de comprensión textual, porque se reconoce que la influencia de las concepciones tradicionalistas (lectura lineal y basada en la retención de información) sobre el acto de leer genera múltiples dificultades (Zhu et al, 2020). Del mismo modo, otros estudios han logrado determinar que la conceptualización de palabras durante la comprensión varía según la experticia en cada tema y según la edad (Hupp et al, 2020).…”

Developing a Multimodal Interactive Learning Environment to Enhance the Reading Comprehension of Grade 4 Students in the UAE Public Schools

“…It addresses the importance of taking time to teach reading comprehension across the curricula, in order to avoid deficiencies in college. It also presents a scientific way to teach reading comprehension, based on cognitive and metacognitive skills and strategies from a student-centred perspective, although not aimed at the Arabic language, which is what the current research targets (Zhu et al, 2020).…”