Teachers’ Knowledge and Perceptions of English Reading Comprehension and Instruction for Struggling Readers in Secondary Schools
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According to past research, in South Korea many middle and high school students underachieve in English subject, while some teachers lack expertise in English reading education. In response to those trends, the present study aimed to investigate native Korean English teachers’ perceptions and content knowledge in relation to five components of evidence-based reading instruction in English based on the National Reading Panel’s guidelines from 2000. A survey completed by 93 anonymous in-service English teachers in secondary schools revealed that the teachers were more confident in teaching normally developing students than students with poor reading skills. Moreover, they perceived themselves as having moderate skills in teaching phonemes, phonics, and fluency but very good skills in teaching vocabulary and reading comprehension. As for content knowledge, the teachers’ correct response rate was approximately 55% for phonological-based survey items, 49% for phonics, 33% for reading fluency, 69% for vocabulary, and 72% for reading comprehension. The statistical results revealed that there was no statistical correlation between the teachers’ knowledge and perceptions of the subcomponents of reading. Last, teachers perceived that struggling readers’ difficulties have accumulated since elementary school and require different kinds of support in response. This article also discusses teachers’ professional development in middle and high school English reading education in South Korea.
Abstract
According to past research, in South Korea many middle and high school students underachieve in English subject, while some teachers lack expertise in English reading education. In response to those trends, the present study aimed to investigate native Korean English teachers’ perceptions and content knowledge in relation to five components of evidence-based reading instruction in English based on the National Reading Panel’s guidelines from 2000. A survey completed by 93 anonymous in-service English teachers in secondary schools revealed that the teachers were more confident in teaching normally developing students than students with poor reading skills. Moreover, they perceived themselves as having moderate skills in teaching phonemes, phonics, and fluency but very good skills in teaching vocabulary and reading comprehension. As for content knowledge, the teachers’ correct response rate was approximately 55% for phonological-based survey items, 49% for phonics, 33% for reading fluency, 69% for vocabulary, and 72% for reading comprehension. The statistical results revealed that there was no statistical correlation between the teachers’ knowledge and perceptions of the subcomponents of reading. Last, teachers perceived that struggling readers’ difficulties have accumulated since elementary school and require different kinds of support in response. This article also discusses teachers’ professional development in middle and high school English reading education in South Korea.
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