Teacher’s attitudes towards and practice in cognitive reading strategies instruction

TABLE OF CONTENTS

LIST OF TABLES AND FIGURES

LIST OF ABBREVIATIONS

PART I: INTRODUCTION

PART II: DEVELOPMENT

CHAPTER ONE: LITERATURE REVIEW

1.1. Reading and reading models

1.2. Reading strategies

1.2.1. Definition of reading strategy

1.2.2. Reading strategies and reading comprehension

1.2.3. Cognitive strategies and metacognitive strategies

1.3. Teachers’ beliefs and classroom practice

1.4. Reading strategy instruction

1.5. Review of related studies on teacher’s reading strategy instruction

1.6. Summary

CHAPTER TWO: THE STUDY

2.1. Context of the study

2.2. Participants

2.3. Research design

2.4. Data collection instruments

2.5. Data collection procedure

2.6. Data analysis procedure

2.7. Summary

CHAPTER THREE: FINDINGS AND DISCUSSION

3.1. Teachers’ beliefs about cognitive reading strategies

3.2. Correspondence between teachers' beliefs and their self-reported instructional practices

3.3. Cognitive reading strategies teachers actually instruct at classrooms

3.4. Factors affecting teacher’s instructional practice of cognitive reading strategies

3.5. Summary of the chapter

PART III: CONCLUSION

1. Summary of the main findings

2. Pedagogical Implications

3. Limitations of the Study

4. Suggestions for Further Study

REFERENCES

APPENDIX