Preparing Pre-Service Secondary Teachers for Coping With the Reading Related Problems That Affect Learning in the Content Areas
Keywords:
Reading Difficulties, Secondary School Students, Reading Instruction, Preservice Teacher Education, Secondary School Teachers, CaribbeanAbstract
Given that secondary school students in the Caribbean and other countries accomplish much of their learning through interaction with textbooks and content area teacher exposition, this article argues that instructional strategies in these schools should be tailored to address and redress the reading related problems affecting teaching and learning in such settings. It is suggested that this can be done by the adoption of content area reading instruction in the secondary school classroom. The related research literature dealing with teachers' negative attitude to, and lack of teacher preparation in, content reading instruction is reviewed. The literature reviewed implicitly suggests some relationship between teachers' negative attitude and the lack of training they receive. Although much of the literature reviewed emanates from outside of the Caribbean, their relevance to the region is recognized. The article finally reports on a training programme in Jamaica designed to prepare secondary pre-service teachers to cope with the reading related problems affecting teaching and learning in content area classrooms.Downloads
Issue
Section
Articles
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).