Unit:
Specialty Special Education and InstructionLibrary of the School of Education
Author:
Makrigianni Kalliopi
Supervisors info:
Αντωνίου Αλέξανδρος - Σταμάτιος Καθηγητής ΠΤΔΕ - ΕΚΠΑ
Original Title:
Η επίδραση των στρατηγικών ανάγνωσης που χρησιμοποιούν οι εκπαιδευτικοί στην αναγνωστική κατανόηση
Translated title:
The impact of teachers' reading strategies on reading comprehension
Summary:
The aim of this research is to highlight how students' reading comprehension is enhanced using reading strategies by teachers. The survey involved 113 practicing primary school teachers who were asked to fill out an anonymous online questionnaire. The questionnaire used is the Teacher Questionnaire Pirls21 (PROGRESS IN INTERNATIONAL READING LITERACY STUDY) IEA, 2020. The research questions that emerged and were analyzed were the correlation of the level of study, teaching experience and training with the use of reading strategies; the correlation of the time spent by teachers in reading with the development of reading strategies in relation to their training and finally, the correlation of the level of education and training with the strategy most used by teachers. The findings show that the level of studies and teaching experience did not show significant statistical differences in contrast to further training, which recorded significant statistical differences. Also, the correlation of time with strategy development did not reveal any statistical difference, while the strategies that recorded significant statistical differences were «I ask students to read aloud» and «I ask students to read silently».
Main subject category:
Education
Keywords:
reading, reading comprehension, reading models, reading comprehension strategies.
Number of references:
136
