A teacher development process for comprehension strategies instruction

Abstract

This case study examined two rural school teachers’ change in instruction and understandings of comprehension strategies and instruction while participating in a teacher development process in reading comprehension strategies instruction. The teachers participated in a five-month teacher development process that included training, teacher discussion groups and videotape reflection. Based on data from a teacher explicitness rating scale and qualitative data from discussion group, training session and exit interview transcriptions, both teachers increased their instructional performance and changed their understandings about comprehension strategies and comprehension strategies instruction.