Perceptions of Teachers to Strategy Based Reading and Classroom Practices of Reading Comprehension
| dc.contributor.advisor | Kebede, Dr. Seime | |
| dc.contributor.author | Abebe, Kassahun | |
| dc.date.accessioned | 2020-12-22T08:25:02Z | |
| dc.date.accessioned | 2023-12-05T13:48:18Z | |
| dc.date.available | 2020-12-22T08:25:02Z | |
| dc.date.available | 2023-12-05T13:48:18Z | |
| dc.date.issued | 2011-06 | |
| dc.description.abstract | This study aimed to explore hour the perceptions of grade mne English teachers towards using the reading strategies in reading was and to investigate how their classroom practices were on using the strategies. In order to accomplish this study, four high schools, "Waka Tercha, Mari, and Gendo" secondary school were chosen out of the total, 12, secondary schools of schools, in SNNPR. This f four high schools were selected randomly of the total twelve high schools. The population of the study were 24 (21males and 3 females) grade nme English teachers. The sampling method was the availability sampling method. The questionnaire was used to collect information about 'Teachers perceptions on the importance of using reading strategies' the class room observation was conducted to collect information about the practices of these strategies, and the interview was used to strategies, and the interview was used to strengthen the information which were found in both the questionnaire and class room observation. The data from the questionnaire and class room observation were analyzed quantitatively and qualitatively. The results, which were obtained from the questionnaire about the importance of reading strategies and from the class room observation, how they practiced these strategies in the classes were explored. Findings indicated that teachers perceive that reading strategies ploy an important role in reading comprehension and it is necessary to teach reading strategy in reading classes. The metacognitive strategies, like "asking comprehension" questions and "monitoring" was the most important strategies and the linguistic knowledge strategies like, grammar, "vocabulary" and "reading "aloud were the least important strategies. In addition to these "translation" "teaching grammar" and "vocabularies" were the most practiced strategies and "telling students how to read the passage", 'using visual aids', and asking pre-reading questions to arouse students interests' were the least practiced strategies in the class room. The results also revealed that there is inconsistency between teachers' perceptions and their classroorr. practices. So, it is better narrowing the gap between teachers ' perceptions and their classroom practices of strategy based reading comprehensions. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/24279 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Universiy | en_US |
| dc.subject | Reading and Classroom Practices of Reading Comprehension | en_US |
| dc.title | Perceptions of Teachers to Strategy Based Reading and Classroom Practices of Reading Comprehension | en_US |
| dc.type | Thesis | en_US |