Teachers’ expectations about students’ use of reading strategies,knowledge and behaviour in Grades 3, 5 and 7 |
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| Authors: | Fatemeh Arabsolghar John Elkins |
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| Abstract: | Although extensive basic research has been carried out on children’s metacognition, little is known about teachers’ views of their students’ cognitive and metacognitive skills in reading. The ways in which teachers expected their children to use, or to know how to use, certain reading skills are examined in this study. A questionnaire on reading components (strategies, knowledge and behaviour) was completed by 45 teachers in Grades 3, 5 and 7. In this questionnaire teachers were asked to make judgements about whether or not students of high, average and low ability levels in their classes would be likely to show these skills. An analysis of variance (grade×ability×component) revealed a significant interaction between ability and component. There was much greater variability in the three components for the low and average levels of ability. The main effect for ability was significant. The highest expectations of teachers were for high‐ability students in all the three groups of items, followed by average and low‐ability students. The main effect for component was also significant for knowledge. There was no significant difference between the grades. However, teachers hold equivalent performance expectations for high‐ability students in each of the three components, but for average and low‐ability groups, expectations were higher for knowledge than strategy and behaviour. |
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