Options
Teachers' perceptions of reading comprehension difficulties faced by their primary five EM3 students and their influence on reading comprehension instruction
Author
Lee, Serene Qing Yun
Supervisor
Kay, Heather
Abstract
With the advent of streaming in 1980s, most of the local researches were nonlinguistic in focus, concentrating on the psychological, academic and social effects or school-related attitudes brought forth by streaming. This research seeks to focus the practices of EM3 teachers in the area of reading comprehension, with the specific interest in how the perceptions of the difficulties faced by their EM3 students in reading comprehension affects their teaching practices. This exploratory study was conducted by looking at two EM3 teachers and three of their students. The findings showed that generally teachers recognize that their students are at-risk students and they are able to identify the reading comprehension difficulties of their students. Teachers were also found to address only the difficulties they know exist. Based on this finding, a model was developed in representation of the relationship between teachers' perceptions of their students' reading comprehension difficulties and their comprehension instruction. This models shows that difficulties which teachers know and can address fall under the model's Zone of Detected Difficulties (ZDD) while difficulties which the teachers are not aware of and hence are unable to address, fall into the Zone of Undetected Difficulties (ZUD).
Date Issued
2005
Call Number
LB1050.45 Lee
Date Submitted
2005