Teaching reading strategies of Maltese year 2 teachers

Abstract

The purpose of the study was to explore the teaching reading strategies of Maltese Year 2 teachers. The aims of the teachers of the teaching of reading, their informal theories about factors influencing the reading progress and their adjustment of approaches were investigated. An account is also given of classroom activities and practices concerning the teaching of spelling as an aid to initial reading, the amount of time teachers dedicated to the teaching of reading and the type of procedures used for instruction. This study shows that teachers' aims differ according to Maltese and English reading. There are also differences in the way teachers group spelling lists in the two languages as an aid to initial reading. The type of teacher education effects teachers' self-perceptions and the methods they use in the teaching of reading. It is also clear that teachers feel that their initial teacher education has failed to prepare them for the teaching of reading and that in-service courses in reading are not catering for their teaching needs.