Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation
Understanding reading comprehension processes is vital for teachers to effectively conduct teaching and assessment of reading in schools. Hong Kong students’ outstanding reading performance internationally is commonly attributed to the implementation of reading comprehension models in its Chinese la...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00615/full |
| _version_ | 1819046964532084736 |
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| author | Xinhua Zhu Choo Mui Cheong Guan Ying Li Guan Ying Li Jacqueline Wu |
| author_facet | Xinhua Zhu Choo Mui Cheong Guan Ying Li Guan Ying Li Jacqueline Wu |
| author_sort | Xinhua Zhu |
| collection | DOAJ |
| description | Understanding reading comprehension processes is vital for teachers to effectively conduct teaching and assessment of reading in schools. Hong Kong students’ outstanding reading performance internationally is commonly attributed to the implementation of reading comprehension models in its Chinese language curriculum, however, the understanding of teachers’ conceptions of reading comprehension is still very limited. This phenomenographic study interviewed 28 in-service Chinese language teachers from eight Hong Kong primary schools and illustrated the elicited conceptions of a model of reading comprehension processes (i.e., Six Types of Reading Comprehension Process Model, a widely used model in Hong Kong). The three categories of teachers’ conceptions found are as follows: understanding basic ideas of a text, sequential development of holistic comprehension skills, and fostering independent readers. This study further employed sense-making theory to investigate the formulation of the teachers’ conceptions. It is found that the conceptions were shaped when teachers’ conventional practices that focused on rote-learning interplayed with the continual regulating means of the implementation. Teachers are also highly influenced by factors like attainability by their students and agreement with own philosophy. This study also implied that teachers’ beliefs will need to be brought to light in order for new learning to happen. |
| first_indexed | 2024-12-21T10:52:50Z |
| format | Article |
| id | doaj.art-6e4fc4fb4c3c4edbb4463d5be87ff6bd |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-21T10:52:50Z |
| publishDate | 2020-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-6e4fc4fb4c3c4edbb4463d5be87ff6bd2022-12-21T19:06:37ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-05-011110.3389/fpsyg.2020.00615526097Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its FormulationXinhua Zhu0Choo Mui Cheong1Guan Ying Li2Guan Ying Li3Jacqueline Wu4Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Kowloon, Hong KongFaculty of Education, University of Hong Kong, Pokfulam, Hong KongDepartment of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Kowloon, Hong KongCenter for Teaching and Learning Development, National Taiwan University, Taipei, TaiwanDepartment of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Kowloon, Hong KongUnderstanding reading comprehension processes is vital for teachers to effectively conduct teaching and assessment of reading in schools. Hong Kong students’ outstanding reading performance internationally is commonly attributed to the implementation of reading comprehension models in its Chinese language curriculum, however, the understanding of teachers’ conceptions of reading comprehension is still very limited. This phenomenographic study interviewed 28 in-service Chinese language teachers from eight Hong Kong primary schools and illustrated the elicited conceptions of a model of reading comprehension processes (i.e., Six Types of Reading Comprehension Process Model, a widely used model in Hong Kong). The three categories of teachers’ conceptions found are as follows: understanding basic ideas of a text, sequential development of holistic comprehension skills, and fostering independent readers. This study further employed sense-making theory to investigate the formulation of the teachers’ conceptions. It is found that the conceptions were shaped when teachers’ conventional practices that focused on rote-learning interplayed with the continual regulating means of the implementation. Teachers are also highly influenced by factors like attainability by their students and agreement with own philosophy. This study also implied that teachers’ beliefs will need to be brought to light in order for new learning to happen.https://www.frontiersin.org/article/10.3389/fpsyg.2020.00615/fullreading comprehension processesteachers’ conceptionsense-makinginfluencing factorsChinese language |
| spellingShingle | Xinhua Zhu Choo Mui Cheong Guan Ying Li Guan Ying Li Jacqueline Wu Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation Frontiers in Psychology reading comprehension processes teachers’ conception sense-making influencing factors Chinese language |
| title | Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation |
| title_full | Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation |
| title_fullStr | Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation |
| title_full_unstemmed | Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation |
| title_short | Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation |
| title_sort | primary school teachers conceptions of reading comprehension processes and its formulation |
| topic | reading comprehension processes teachers’ conception sense-making influencing factors Chinese language |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00615/full |
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