An Investigation into Factors Affecting Teachers' Implementation of a Reading Comprehension Strategy

Abstract

Professional development (PD) is defined as ongoing learning opportunities available to educators and is known to be one of the most important tools in improving the effectiveness of teachers and teaching practices. Results from state and national reading assessments indicate that reading achievement among grade 4 and grade 8 students has continued on a downward trajectory for several decades. In knowing that making meaning of the text is the goal of reading, teachers providing students effective instruction in reading comprehension is essential. Intentional instruction in reading comprehension begins with teachers receiving effective PD leading to growth in teacher knowledge and practice, resulting in student gains in reading comprehension. However, research has shown that many PD initiatives fail to achieve changes in teachers’ practices, which leads one to consider what occurs throughout PD that may encourage or discourage teachers from being open to change. Factors such as a teacher’s mindset, zone of proximal development, self-perception of abilities to teach reading comprehension, attitudes and beliefs related to PD, and feelings about pedagogical change should be considered when teachers attend a PD event. This research aims to identify the variables which may foster or hinder a teacher’s ability to implement evidence-based practices learned at a reading comprehension professional development event.