Primary School Teachers' Conceptions of Reading Comprehension Processes and Its Formulation

Area of Science:

• Education
• Cognitive Psychology

Background:

• Effective reading comprehension instruction is crucial for academic success.
• Hong Kong's high international student reading performance is linked to curriculum models, yet teacher understanding of these models is under-researched.
• Limited research exists on primary Chinese language teachers' conceptions of reading comprehension processes.

Purpose of the Study:

• To investigate Hong Kong in-service Chinese language teachers' conceptions of reading comprehension processes.
• To illustrate these conceptions using the Six Types of Reading Comprehension Process Model.
• To explore the influence of sense-making theory on the formulation of these conceptions.

Main Methods:

• Phenomenographic study involving interviews with 28 in-service Chinese language teachers.
• Analysis of elicited conceptions based on the Six Types of Reading Comprehension Process Model.
• Application of sense-making theory to understand conception development.

Main Results:

• Three categories of teacher conceptions were identified: understanding basic text ideas, sequential development of holistic comprehension skills, and fostering independent readers.
• Teacher conceptions are shaped by the interplay between conventional rote-learning practices and curriculum implementation regulations.
• Attainability for students and alignment with personal philosophy significantly influence teachers' conceptions.

Conclusions:

• Teachers' conceptions of reading comprehension are diverse and influenced by practical teaching contexts and personal beliefs.
• Understanding and addressing teachers' existing beliefs are essential for effective professional development and pedagogical change.
• Further research should explore how to bridge the gap between teachers' conceptions and effective reading comprehension strategies.