A comparison of teachers’ knowledge and use of content reading strategies in the primary grades

Abstract

The purpose of this study was to investigate primary grade (1–3) teachers’ self reports of (a) familiarity, (b) utility, and (c) perceived applicability of content reading strategies based upon the responses of 68 teachers to the Content Area Questionnaire. Frequency analyses indicated moderate to large effects of the independent variables of knowledge, use, and recommendation of selected strategies considered general to reading comprehension. Teachers did not appear to be familiar with strategies that are recommended in the professional literature as most helpful in content reading. Years of teaching at the same grade level, attendance at workshops, and taking content area reading courses all appeared to have a positive impact upon the independent variables.