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dc.contributor.authorJakobson, Kristi
dc.contributor.authorSoodla, Piret
dc.contributor.authorAro, Mikko
dc.date.accessioned2022-05-19T07:28:34Z
dc.date.available2022-05-19T07:28:34Z
dc.date.issued2022
dc.identifier.citationJakobson, K., Soodla, P., & Aro, M. (2022). General and special education teachers’ knowledge about reading comprehension processes and instructional practices. <i>Reading and Writing</i>, <i>Early online</i>. <a href="https://doi.org/10.1007/s11145-022-10280-8" target="_blank">https://doi.org/10.1007/s11145-022-10280-8</a>
dc.identifier.otherCONVID_144317066
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/81146
dc.description.abstractThe study investigated teachers’ knowledge of reading comprehension processes and reading comprehension instruction. The study was carried out among teachers (N = 65) in Estonia. The content analysis classified qualitative data from semi-structured interviews as quantitative data. The results showed that teachers’ content knowledge about reading comprehension processes and pedagogical knowledge of reading comprehension instruction were considerably variable yet mostly limited. Special education teachers (n = 37) mentioned a wider range of reading strategies than classroom teachers (n = 28). When describing how to support struggling readers, significant differences emerged between the teacher groups: Special education teachers mentioned activities to support students’ reading comprehension more frequently than classroom teachers whereas classroom teachers mentioned activities for supporting reading motivation more often than special education teachers. Teachers’ lack of knowledge about reading comprehension processes and reading comprehension instruction indicate the need to improve these topics in preservice and in-service teacher training to enhance their teaching skills.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesReading and Writing
dc.rightsCC BY 4.0
dc.subject.otherteachers’ knowledge
dc.subject.otherreading comprehension
dc.subject.otherreading comprehension strategies
dc.subject.otherreading comprehension instruction
dc.subject.othercontent analysis
dc.titleGeneral and special education teachers’ knowledge about reading comprehension processes and instructional practices
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202205192778
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0922-4777
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2022
dc.rights.accesslevelopenAccessfi
dc.subject.ysosisällönanalyysi
dc.subject.ysoluetun ymmärtäminen
dc.subject.ysoluokanopettajat
dc.subject.ysokielen oppiminen
dc.subject.ysoerityisopettajat
dc.subject.ysohaastattelututkimus
dc.subject.ysotietämys
dc.subject.ysoopetustaito
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p14612
jyx.subject.urihttp://www.yso.fi/onto/yso/p20611
jyx.subject.urihttp://www.yso.fi/onto/yso/p3999
jyx.subject.urihttp://www.yso.fi/onto/yso/p24061
jyx.subject.urihttp://www.yso.fi/onto/yso/p14593
jyx.subject.urihttp://www.yso.fi/onto/yso/p10632
jyx.subject.urihttp://www.yso.fi/onto/yso/p10865
jyx.subject.urihttp://www.yso.fi/onto/yso/p11284
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s11145-022-10280-8
jyx.fundinginformationThis study was supported by Foundation Innove project TÕA18130. Open Access was funded by the European Regional Development Fund through the project “TLU TEE or Tallinn University as the promoter of intelligent lifestyle” (no 2014-2020.4.01.16-0033).


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