General and special education teachers’ knowledge about reading comprehension processes and instructional practices

AbstractThe study investigated teachers’ knowledge of reading comprehension processes and reading comprehension instruction. The study was carried out among teachers (N = 65) in Estonia. The content analysis classified qualitative data from semi-structured interviews as quantitative data. The results showed that teachers’ content knowledge about reading comprehension processes and pedagogical knowledge of reading comprehension instruction were considerably variable yet mostly limited. Special education teachers (n = 37) mentioned a wider range of reading strategies than classroom teachers (n = 28). When describing how to support struggling readers, significant differences emerged between th…