مرکز منطقه ای اطلاع رساني علوم و فناوري

Abstract :

In this research, elementary school classroom teachers’ knowledge regarding teaching reading fluency was examined. A total of 195 elementary school classroom teacher constituted research sample. The study was used a questionnaire with open-ended questions to obtain teachers’ knowledge about teaching reading fluency. The teachers’ responds were assessed according to a rubric developed by the researchers of this study. The research findings showed that the teachers in this study had lack of content, pedagogic, and pedagogic content knowledge in relation to teaching reading fluency skills. Particularly, the teachers’ knowledge regarding how to improve reading fluency skills and assessment of reading fluency skills were insufficient. And also, most of teachers had misconceptions about definition of reading fluency. These conclusions drawn from the study were argued in the light of scientific literature and it was given some recommendations to shed light on possible solutions for filling the gap in this area.