Blended Training Program in Reading Strategies for Content Area Teachers

Abstract

Introduction

Ever since the integration of reading instruction in content-area subjects was called to action, teachers developed what is known as resistance to content reading instruction. The reasons behind teachers’ reluctance include instructional time constraints, teachers’ lack of confidence in knowledge and preparation to teach reading skills, and teachers’ beliefs that reading skills cannot be related to content teaching. Anent, this study was conducted to develop to a validated Blended Training Program (BTP) in Reading Strategies based on the content area teachers’ level of knowledge on the nature of reading and content area reading instruction; frequency on the implementation of reading strategies in content areas; and level of readiness towards BTP.

Methods

Total enumeration was applied to determine the junior high school content area teacher-respondents. Data were obtained using a four-part survey-questionnaires and informal interviews. Means, standard deviation, frequency counts, and percentages were used to analyze the data gathered. Two sets of experts validated the BTP.

Results

Generally, the teacher-respondents are moderately knowledgeable in their level of knowledge on the nature of reading and content area reading instruction. As to their frequency of the implementation of the reading strategies in their content areas, three are often employed by the teacher-respondents. In terms of their level of readiness towards blended training programs, they are strongly ready at all indicators. The problems encountered by the teacher-respondents in content area reading instruction include lack of knowledge and skills, limited or insufficient training available for teachers along content area reading instruction, and resistance in the implementation and integration of reading instruction and strategies along with their content areas.

Discussions

The results imply that the content area teachers are not adequately equipped with knowledge of the nature of reading and content area reading instruction. Most of the discipline-specific reading strategies are sometimes used. The content area teachers demonstrate readiness towards blended training programs despite the issues they confront along with technology and internet access. With a rating of very highly valid, the BTP in Reading Strategies for Content Area Teachers is recommended for adoption to increase the teachers’ competencies towards the implementation and integration of reading strategies in the content areas.