EXPLORING KNOWLEDGE, BEHAVIORS, AND ATTITUDES OF TEACHERS

TOWARD TEACHING READING COMPREHENSION IN CLASSROOMS

INTRODUCTION AND NEED FOR THE STUDY

Decoding text is only one aspect of the intricate cognitive process that is reading
comprehension. It entails combining several tactics to create meaning. Effective
understanding requires the use of two major types of strategies: cognitive and metacognitive.
Making deductions, deciphering implicit meanings, identifying textual structures, forecasting
results, visualizing information, and applying language knowledge are examples of cognitive
methods. These abilities enable readers to interact with the text more actively and derive
deeper meanings. Simultaneously, metacognitive techniques including reviewing one's own
understanding, clearing up misunderstandings, challenging the text, and using prior
knowledge are essential for controlling the reading process and guaranteeing comprehension
is maintained. Present teacher knowledge evaluations in many contexts place a strong
emphasis on technical components of reading, such as phonics, phonemic awareness, and
decoding, despite the critical role that reading comprehension plays in academic
performance. The training of higher-order abilities like inference-making and metacognitive
monitoring, in particular, is frequently overlooked in these tests.

Despite the fact that teachers in Western contexts stress the need of reading comprehension,
research has shown that teaching methods often prioritize vocabulary, questioning, and
prediction over more complex cognitive and metacognitive processes. In India, there is
currently no psychometrically validated instrument to evaluate instructors' attitudes,
behaviours and expertise in relation to reading comprehension instruction, making the
situation more constrained.

Since the development of critical thinking and lifelong learning skills depends heavily on
effective reading comprehension instruction, this difference is substantial. Thus, there is an
obvious and pressing need to create a tool that encourages evidence-based teaching methods
while also assessing teachers' comprehension strategy knowledge. Closing this gap may
result in greater teacher preparation and, eventually, better reading comprehension results for
students.

REVIEW OF LITERATURE

A fundamental characteristic required for academic performance in all subject areas is

reading comprehension. The teacher has a vital role in influencing children's comprehension
skills. So, to efficiently promote reading comprehension, this field of literature highlights
three interconnected dimensions: teachers' knowledge, instructional behaviours, and attitudes.
The most extensively used tool, the Informal Survey of Linguistic Knowledge (ISLK) [1],
evaluates teachers' knowledge of phonemes, morphemes, and other linguistic concepts.
Research shows that teachers have little understanding of these areas [1,2].

Additionally, studies state that a discrepancy exists between teachers’ perceived and actual
knowledge, especially in phonics, phonological awareness, and children's literature, using the
ISLK tool, Title Recognition Task, and Knowledge Calibration assessments. The results
consistently showed a lack of metacognitive awareness and an overestimation of expertise for
the same. Enhanced teacher professional knowledge has been found to be correlated with
student outcomes in statistically significant ways [3–6]. However, most of these studies focus
on word reading and technical linguistic knowledge measures, with few attempting to
investigate teachers' knowledge in practice.

Teachers' subject or content knowledge, pedagogical knowledge, and situational knowledge

[7] regarding the development and instruction of reading comprehension are now little
understood. It is generally accepted that reading comprehension is an extensive idea and that
achieving comprehension is "a task of immense complexity" [8]. A text would be long and
dull if the author included every important concept and detail needed to completely
comprehend it. Readers create a representation of a text's meaning by using a variety of
contextual clues included in the text, such as punctuation, precise language use, idioms,
sentence structure, text structure, and organization. It is commonly accepted that learning to
read with comprehension is an expansive concept.

Dixon and Oakhill developed the KBAT-RC assessment tool in response to the lack of
resources for examining teachers' professional understanding of reading comprehension. In
relationship to teaching reading comprehension, it was designed to examine teachers'
attitudes, behaviours, and knowledge.

Behaviour change theories described in the Behaviour Change Wheel and the Theoretical
Domains Model served as the foundation for the design of the KBAT-RC [9]. The
effectiveness of comprehension instructions will depend on how well teachers apply their
skills and direct education in comprehension techniques included in appropriate reading
situations [10]. Teachers who are highly efficient actively model comprehension processes
and offer opportunity for both guided and distinct practice [11]. However, several research
observations of classrooms indicate that strategy education is often carried out inadequately
or inconsistently. Discussion-based learning, an emphasis on text structures, and frequent
practice with real texts are all components of effective training [12]. Even so, a lot of
classrooms still use passive comprehension tasks and textbook questions in place of
interesting and well-planned instruction.

METHODS:

The cross-sectional descriptive method used in this study is especially well-suited for
assessing teachers' attitudes, instructional practices, and knowledge regarding reading
comprehension teaching at a certain point in time. a descriptive approach makes it easier to
gather and analyse data from a defined population in a systematic way to search for trends,
patterns, and correlations between variables without any change in the study setting, . The
approach was used to assess teachers' perspectives and actual practices in natural classroom
environments without any kind of interventional setups.

Sampling method: Convenience sampling through online mode

Data Collection Tool: A structured questionnaire consisting of both closed-ended and Likert
scale questions

Procedure

With a cross-sectional descriptive design, which helps researchers to structurally gather and
analyse data from a well-defined population without introducing any change and intervention,
the study aims to understand realistic classroom practices and beliefs in their natural settings.
This design is especially for exploring the teachers' current knowledge, behaviours, and
attitudes related to reading comprehension instruction

The descriptive study design allows to identify patterns, trends, and potential correlations
between variables such as teaching experience, training background, and reported practices in
teaching reading comprehension. This study aims to inform future pedagogical decisions,
training programs, which is highly appropriate for educational research.

SAMPLIING METHOD:

A convenience sampling approach was used since it was convenient for participants and
logistically sound, the online distribution of the survey helped to gather answers from many
educators in various educational institutions and regions. Convenience sampling is used in
exploratory research, particularly when the aim is to get basic information about a topic
which has received little attention, like reading comprehension instruction in Indian primary
schools. This sample strategy may reduce generalizability of research, with given the
limitations of time, resources, and accessibility, it was suitable for this exploratory study.

PARTICIPANTS:

In-service primary school teachers who teach actively English reading comprehension were
the study's primary goal. To guarantee that the data collected represented the knowledge and
actions of significant participants, the inclusion and exclusion criteria were carefully
established.

Inclusion Criteria

• Teachers currently teaching grades 1–5 in English-medium, private schools

• Minimum 1 year of teaching experience
 • Willing to provide informed consent Exclusion Criteria
• School administrators without classroom teaching responsibilities
• Teachers only engaged in non-literacy roles (e.g., physical education, art)

The structure of the tool will remain the same:

Part 1: Demographics and teaching context

Part 2: Opportunities and behaviors in teaching reading comprehension Part 3: Motivations

and attitudes
Part 4: Knowledge (scenario-based and multiple-choice comprehension strategy items)

• The adapted KBAT-RC questionnaire will be digitized using Google Forms.

• A consent will be taken from the authors, and due credit will be given for the same

DATA ANALYSIS

The study gave the responses were from people who had a role in teaching reading
comprehension and whose ideas were most important to the goals of the study by reducing
the number of participants according to these standards.
DATA COLLECTION TOOL
A structured questionnaire that adapted from the original KBAT-RC tool (Knowledge,
Behaviour, and Attitude Tool for Reading Comprehension). (13)was used as the main data
collection tool for this study. The original tool was developed to measure numerous elements
of teachers' reading instruction and which is based on findings from empirical studies.

MODIFICATION OF THE INSTRUMENT

The KBAT-RC tool was evaluated and customized for use in the Indian learning context to
ensure contextual and cultural relevance. Among the modifications were:
Cultural relevance: Adapting knowledge and scenarios to the realities of Indian classrooms.
Linguistic the value is using expressions that are frequently used in Indian schools in place of
technical language. For example, "elementary" was substituted with "primary", and UK-
centric classroom referrals were changed and developed depending on Indian environments
for teaching.

The tool's framework remained up well inspite of the changes also, maintaining its
initial reliability and validity. There were four main sections in the completed
questionnaire and as follows:

Information regarding the participant's background, teaching experience, type of school, and
grade levels taught is provided in the first part.

Part 1: Demographics and Teaching Context.

Part 2: Possibilities and Teaching Practices Questions developed to seek out how often
and what kinds of tactics teachers use to teach reading comprehension.

Likert-scale rating items measuring in teacher's opinions, motivation, and confidence in their
ability to teach reading comprehension are included.

Part 3: Motivations and Attitudes.

Part 4: Knowledge Section: Multiple-choice and scenario-based questions that evaluate

teachers' knowledge of comprehension skills like monitoring, inferencing, visualization, and
the prediction.

The tool employed for converting the modified questionnaire, enabling easy distribution and
effective data collecting around schools was google Forms.

Data Analysis
The collected data are coded and stored into SPSS Version 23.0 (IBM Corp., Armonk, NY)
for statistical analysis. The analysis process involves the following:

demographic variables are summarized by descriptive statistics will be summarized.

Categorical variables (e.g., gender, grade taught, school type) were expressed in frequencies
and percentages.

Numerical variables (e.g., years of experience, scores on knowledge section) were

summarized using means and standard deviations.

Inferential statistics, including correlation and cross-overing, may be applied to exploring

relationships between teacher knowledge, behaviours, and attitudes, and their demographic or
professional data. This could help identify factors influencing effective reading
comprehension instruction.

Measures of central tendency Likert-scale responses were analysed using and dispersion to
identify overall trends in teacher motivation and confidence levels in teaching reading
comprehension for pre-school children.

Thus, the method used in this study shows a strong and contextually suitable foundation for
investigating the various aspects of reading comprehension training among Indian primary
school teachers. This study aims to facilitate significant insights into current methodologies
and need for professional growth in reading comprehension teaching by employing an
established method that has been customized for local use, as well as a systematic approach
in collecting data and its analysis.

EXPECTED OUTCOME

• Identification of Indian teachers’ current knowledge, behaviours, and attitudes toward

reading comprehension instruction.

• Insight into gaps between theory and practice in teaching comprehension strategies
(e.g., inferencing, self-monitoring).

• Data to inform teacher training modules focused on evidence-based reading

comprehension instruction.

• Clinical implications are it helps SLPs collaborate with teachers in supporting

children with reading comprehension difficulties.

• Informs development of curriculum-aligned teacher training programs emphasizing

comprehension.

• Promotes early identification of literacy challenges in classrooms.

 • Supports policy advocacy for reading comprehension integration in national
foundational literacy programs (like National Initiative for Proficiency in Reading
with Understanding and Numeracy, NIPUN Bharat).

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