Interrogating National Instructional Strategies and Teacher Attitudes Toward Reading Comprehension in Selected Schools in Grenada

Abstract

Reading comprehension is the core element of the reading process. The aim of this study was to examine the use of nationally-endorsed instructional strategies in, and current teacher attitudes and beliefs towards, reading comprehension instruction in a Grade Four classroom in Grenada. Participants included five teachers and their respective classes, totalling 136 students. Multiple methods were used such as non-participant classroom observations, document review, and semi-structured interviews. Findings reveal that little explicit reading comprehension instruction occurred as teachers mainly engaged students in activities that provided information on the content of text, activities that assessed this content, and drills. Instructional strategies utilised lacked components of the gradual release of responsibility model that literacy researchers have recommended which can favourably impact educational theory practice (Pearson & Galagher, 1983: Donaldson, 2011). Nevertheless, teachers held strong favourable attitudes towards reading comprehension instruction as they recognise its value and importance, and also believe they can effectively deliver related instruction. Yet, they seemingly lacked knowledge about current available instructional strategies and approaches. Recommendations include the urgent need for curriculum intervention, at various levels and for different stakeholders, and renewal in the form of quality, relevant and interesting reading comprehension instructional strategies, materials, practices and approaches.