Teachers' conceptions of reading comprehension and motivation to read

Given the increasing number of immigrant students in the USA initially schooled in Mexico, Central America, and South America, and the dearth of investigations examining the beliefs of teachers from Mexico, Central America, or South America, an exploration of Latin American teachers' conception...

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Bibliographic Details
Published inTeachers and teaching, theory and practice Vol. 18; no. 1; pp. 101 - 122
Main Authors Taboada, Ana, Buehl, Michelle M.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.02.2012
Taylor & Francis Ltd
Subjects
Argentina
Beliefs
Comparative Analysis
Comparative Education
comprehension strategies
Cross Cultural Studies
Cultural Context
Culture
Educational Practices
Foreign Countries
Immigrant students
Investigations
Knowledge
Migrant Education
Motivation
Reading Comprehension
reading comprehension practices
Reading Improvement
Reading Motivation
Reading Strategies
Teacher Attitudes
Teacher education
Teacher Educators
Teaching Methods
United States
United States
Argentina
South America
Central America
Mexico
United States > US
Latin America
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Summary:Given the increasing number of immigrant students in the USA initially schooled in Mexico, Central America, and South America, and the dearth of investigations examining the beliefs of teachers from Mexico, Central America, or South America, an exploration of Latin American teachers' conceptions may inform policy-makers and researchers about teachers in different cultural contexts and provide insight into the types of instruction Latin American immigrants may have experienced before coming to the USA. Teachers' conceptions of reading comprehension and motivation to read across two cultural contexts (i.e. the USA and Argentina) were examined by analyzing responses from 21 US teachers and 23 Argentinean teachers. Both groups of teachers held views of reading comprehension in partial agreement with cognitive views of reading comprehension but differed in their views of instructional practices for supporting reading comprehension. Differences also emerged for conceptions of motivation and practices to support motivation to read. Knowledge of teacher views can be used by teacher educators to target misconceptions and further develop teachers' knowledge and skills related to reading comprehension and motivation to read.
ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2011.622559