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Teachers' knowledge and beliefs about reading comprehension instruction : differences across tracks?

Kim Van Ammel (UGent) , Koen Aesaert, Rielke Bogaert (UGent) and Hilde Van Keer (UGent)
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Abstract
Although secondary school teachers’ reading comprehension instruction is unquestionably related to their knowledge and beliefs, uncertainty remains about how they conceptualize effective reading comprehension instruction. Additionally, teachers’ instruction, knowledge and beliefs are presumably different across educational tracks. Therefore, mapping secondary school teachers’ knowledge and beliefs regarding reading comprehension instruction across different tracks is the main focus of this research. Qualitative as well as quantitative data were gathered from 86 9 th-grade teachers. Quantitatively, teachers were queried about their generic and self-efficacy beliefs regarding explicit reading comprehension strategy instruction and about their frequency of implementing this. Additionally, their students (N = 1934) completed a standardized reading comprehension test. Data were analyzed using oneway ANOVA, cluster analysis, and multilevel regression analysis. Qualitatively, teachers were asked to describe how they aim to enhance their students’ reading comprehension skills. Answers were rigorously analyzed using thematic analysis. The results reveal a state-of-the-art as to secondary school teachers’ knowledge and beliefs regarding reading comprehension instruction. Additionally, differences across teachers teaching in different educational tracks are uncovered, based on a combination of qualitative and quantitative data. Finally, this study unveils the relationship between teachers’ beliefs regarding explicit reading comprehension strategy instruction and their students’ reading comprehension scores, taking into account possible differential relationships across educational tracks. Implications for theory and practice will be discussed.

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MLA
Van Ammel, Kim, et al. “Teachers’ Knowledge and Beliefs about Reading Comprehension Instruction : Differences across Tracks?” EARLI 2021, 19th Biennial EARLI Conference, Abstracts, 2021.
APA
Van Ammel, K., Aesaert, K., Bogaert, R., & Van Keer, H. (2021). Teachers’ knowledge and beliefs about reading comprehension instruction : differences across tracks? In EARLI 2021, 19th Biennial EARLI Conference, Abstracts. Online.
Chicago author-date
Van Ammel, Kim, Koen Aesaert, Rielke Bogaert, and Hilde Van Keer. 2021. “Teachers’ Knowledge and Beliefs about Reading Comprehension Instruction : Differences across Tracks?” In EARLI 2021, 19th Biennial EARLI Conference, Abstracts.
Chicago author-date (all authors)
Van Ammel, Kim, Koen Aesaert, Rielke Bogaert, and Hilde Van Keer. 2021. “Teachers’ Knowledge and Beliefs about Reading Comprehension Instruction : Differences across Tracks?” In EARLI 2021, 19th Biennial EARLI Conference, Abstracts.
Vancouver
1.
Van Ammel K, Aesaert K, Bogaert R, Van Keer H. Teachers’ knowledge and beliefs about reading comprehension instruction : differences across tracks? In: EARLI 2021, 19th Biennial EARLI Conference, Abstracts. 2021.
IEEE
[1]
K. Van Ammel, K. Aesaert, R. Bogaert, and H. Van Keer, “Teachers’ knowledge and beliefs about reading comprehension instruction : differences across tracks?,” in EARLI 2021, 19th Biennial EARLI Conference, Abstracts, Online, 2021.
@inproceedings{8718399,
  abstract     = {{Although secondary school teachers’ reading comprehension instruction is unquestionably related to their knowledge and beliefs, uncertainty remains about how they conceptualize effective reading comprehension instruction. Additionally, teachers’ instruction, knowledge and beliefs are presumably different across educational tracks. Therefore, mapping secondary school teachers’ knowledge and beliefs regarding reading comprehension instruction across different tracks is the main focus of this research. Qualitative as well as quantitative data were gathered from 86 9 th-grade teachers. Quantitatively, teachers were queried about their generic and self-efficacy beliefs regarding explicit reading comprehension strategy instruction and about their frequency of implementing this.
Additionally, their students (N = 1934) completed a standardized reading comprehension test. Data were analyzed using oneway ANOVA, cluster analysis, and multilevel regression analysis. Qualitatively, teachers were asked to describe how they aim to enhance their students’ reading comprehension skills. Answers were rigorously analyzed using thematic analysis. The results reveal a state-of-the-art as to secondary school teachers’ knowledge and beliefs regarding reading comprehension instruction. Additionally, differences across teachers teaching in different educational tracks are uncovered, based on a combination of qualitative and quantitative data. Finally, this study unveils the relationship between teachers’ beliefs regarding explicit reading comprehension strategy instruction and their students’ reading comprehension scores, taking into account possible differential relationships across educational tracks. Implications for  theory and practice will be discussed.}},
  author       = {{Van Ammel, Kim and Aesaert, Koen and Bogaert, Rielke and Van Keer, Hilde}},
  booktitle    = {{EARLI 2021, 19th Biennial EARLI Conference, Abstracts}},
  language     = {{eng}},
  location     = {{Online}},
  title        = {{Teachers' knowledge and beliefs about reading comprehension instruction : differences across tracks?}},
  url          = {{https://www.earli.org/EARLI2021}},
  year         = {{2021}},
}