Teachers‘ instructional decisions are to a considerable degree a function of
learner related factors. The figures used in this section report findings on which learner factors influenced teacher‘s choice of instructional practices in reading
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Figure 4.4.3a:Importance of learner attitude to reading
Learner attitudes to Reading
Teachers were asked to indicate whether learner attitude influenced their choice of instructional practices in reading lessons. Findings in figure 4.4.3a show that the majority of the teachers‘ (85%) instructional activities in reading lessons were influenced by learners‘ attitude towards reading. This is corroborated by data on Table 4.4.2a. It is worth noting that learners‘ attitude towards reading is important in a teacher‘s instructional decision making
process. This is because, children with postive feeling about reading are likely to perform well in reading tests and performance tasks (Greaney & Hegarty, 1987 in Baccus, 2004). This will in turn influence the teacher‘s choice of instructional activities in reading lessons.
In regard to the importance a learners‘ reading ability has on the teacher‘s
choice of instructional practices during reading lessons, Fig. 4.4.3b captures the teachers‘ responses.
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Figure 4.4.3b: Importance of learner‘s reading proficiency
Figure 4.4.3b shows that all the teachers indicated that learner‘s reading proficiency influenced their choice of instructional activities in reading lessons. Most of the teachers (55%) out of those sampled for this study viewed learner‘s reading ability as being very important in their reading instructional choices. A few (20%) of the teachers , however, viewed pupils‘ reading ability to be fairly important in their choice of instructional practices during reading lessons.
Fundamentary, instructional decision making in the teaching of reading is to a considerable degree dependent on the learner‘s ability to read. More proficient learner‘s for instance, require more independent reading activities unlike the
less proficient ones. Torgesen et al. (2007) says that valid and reliable assessments of students‘ reading proficiency provides key information that
allows teachers to target their instruction for individual students, and also allows them to determine when further adjustments need to be made.
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Learner’s Background Knowledge
Figure 4.4.3c below captures the importance of learner‘s background knowledge of the reading text on the teacher‘s choice of instructional practices
in reading lessons
Figure 4.4.3c: Importance of learner background knowledge of the reading content
Figure 4.4.3c above shows results of the question on how teachers rated leaners background knowledge in influencing their choice of instructional practices in reading lessons. The study shows that 8 (40%) of the teachers viewed it as being very important, 10 (50%) as being important and 2 (10%) as being fairly important. The result means that all the teachers agreed that learner‘s
background knowledge is crucial in the choice of instructional practices in reading lessons despite their varied levels of agreement.
Learner‘s background knowledge of reading content is crucial in text
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influencing how readers eventually interpret what they read and learn from a reading text (Anderson, 1977 in Ogle, 1986). Learners‘ background knowledge
of a particular reading selection gives a reading teacher valuable information on the nature of learning activities the learners should be exposed to in order to develop their effective reading abilities.
Learner’s Reading Expectations
In regards to the learners‘ reading expectations‘ influence on the teacher‘s
choice of reading activities, the teachers were asked to rate the importance of this reading item on a five point linkert scale. The results are shown in Figure 4.4.3d.
Figure 4.4.3d: Importance of learner‗s reading expectations
The study sought to find out how teachers rated the importance of learners‘ reading expectations in their choice of instrctional practices in reading lessons. Figure 4.4.3d shows that 50%, of the teachers viewed it as being very
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important, 40% as important, 5% as fairly important while 5% as not important. This basically means that 95% of the teachers in the study saw learner‘s reading expectations as important in reading instruction.
A learner‘s reading expectations is a strong indicator of the kind of pupil one will have in a given reading class. This will in turn also influence a lot on the teacher‘s ways of conducting the reading lessons so as to meet the individual
expectations of the learners. Despite their varying rates, the teachers‘ responses of (95%) as shown in figure 4.3.3d, agree that pupil‘s reading expectations are significant in the choice of instructional practices in reading lessons. This finding concurs with Bentley‘s (2007) study, which found that teachers make instructional decisions based on the students‘ expectations on how to develop critical thinking skills, be engaged, motivated to learn and acquire necessary skills for future learning success. This is because effective readers have personal expectations about what they will get from a reading selection and they bring this expectations to bear as they read by predicting and testing their predictions.
Learner’s Motivation towards Reading
Fig. 4.4.3e below shows the teachers‘ rating of the importance of learners‘ motivation towards reading in their choice of instructional activities in reading.
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Figure 4.4.3e: Importance of learner‘s motivation towards reading
Figure 4.4.3e shows that all the teachers in this study indicated that learner motivation influenced the selection of their reading instructional activities, with 60% of the teachers saying that it was very important, 35% important and 5% fairly important. The ratings of not important and not sure were not selected by any teacher. This means that all the teachers in this study agreed that learners‘ motivation was key in the determination of the reading instructional practices to select for reading lessons.
In their contribution Anderson & Holt-Reynold (1995) in Ibaňez (2011) share a similar view as the one shown in the findings in figure 4.4.3e. They argue that the belief that practical theories on teachers‘ beliefs about learning and
teaching…, student motivation and interest are valued and therefore have an impact on the design of the teachers‘ instructional activities in lessons. Ibaňez (2011), further postulates that the teachers‘ beliefs on the value of student
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motivation and mastery of content, clearly reflects in their instructional practices.
This is perhaps a clear pointer to the reasons why 95% of the teachers agreed that learner‘s motivation determined their instructional practices in reading lessons. This therefore means that teachers have had the realization that learners‘ level of reading motivation play a significant role in reading success
(McRae,et al.2009). Since pupils‘ motivation is a key factor in student‘s reading success, teachers should therefore try to nourish pupils‘ level of reading motivation through the kind of instructional practices they select for their reading lessons.
Pupil’s Approach to Reading
Figure 4.3.3f below shows responses by teachers on the importance of pupils‘ approach to reading on the choice of instructional practices in reading lessons.
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Figure 4.4.3f show that 55% of the teachers felt that learners‘ approach to reading was very important, 40% important while 5% fairly important. This finding clearly suggests that teachers view learners‘ reading approach as playing a critical role in their instructional decisions in reading lessons.
This finding resonates well with Allington et al.‘s (1995) observation cited in
Zygouris (2001) that there is no quick fix in reading instruction, instead, teachers must be able to recognize different student learning styles and be able to select appropriate strategies to the individual needs of the child and to strive to find balance for every child in their classrooms. As observed by Ibaňez (2011), teachers‘ beliefs on matching instruction with students‘ needs and experiences does indeed influence the teacher‘s instructional decisions on
lesson planning and delivery.
These expectations are a product of the readers already acquired reading skills. Such that reading development in learners will vary depending on their personal,social and cultural experiences. Once the how-to-read skills have been mastered, learners will tend to move to higher level skills, attitudes and reading behaviour. For reading to be successful, a teacher should ensure that his/her preffered reading approach does not radically conflict with pupils‘ reading approaches. This therefore means that, in choosing instructional activities for reading lessons, a teacher should try to understand what the pupils reading
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orientations are before introducing them to new ones. This basically entails the teaching from the known to the unknown instructional philosophy.
Learner’s challenges in Reading
Figure 4.4.3g shows responses by teachers on the importance of learner challenges in reading on their choice of instructional practices in reading lessons.
Figure 4.4.3g: Importance of learner challenges in reading
Figure 4.4.3 above shows that 55% of the teachers rated learner‘s challenges as being very important, 35% important, 5% fairly important and 5% not important in the choice of instructional practices in reading instruction. Learning to read in a second language is a complex challenge for second language learners. The learners‘ reading challenges can manifest themselves at
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vocabulary development or the reading comprehension levels in reading lessons.
This finding agrees with views from research on differentiating classroom instruction based on the unique challenges learners face in the learning process.Tomlison (2001) in Hall et al. (2003), views classrooms as consisting of learners with diverse learning abilities. He therefore, proposes that instruction should be designed to mitigate each learner‘s challenges in the learning process. Hall et al. (2003) in borrowing from Vygosky‘s (1978) works
proposes that classroom instructional activities should be based on the concept of ‗readiness‘. Once learners‘ challenges are addressed in the instructional
activities, then effective learning is possible for all the students.
Parental expectations on Children’s Reading Progress
Figure 4.4.3h shows responses by teachers on the importance of parental expectations of their children‘s reading progress on the teacher‘s choice of instructional practices in reading lessons.
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Figure 4.4.3h: Importance of parental expectations on children‘s reading progress
Figure 4.4.3h shows that 30% of the teachers rated parental expectations as being very important, 40% as important, 25% as fairly important while 5% rated it as important in their children‘s reading progress. It is clear from this finding that 95% of the teachers agree that their instructional decisions are influenced by parental expectations. Parents as well as teachers play a significant role in the instructional process.
The findings are a pointer to a teacher‘s realization that parental involvement in children‘ literacy is critical in enhancing the children‘s reading development
(Peissig 2002). This is coupled with the fact that parents place high premiums on changing the family‘s socio-economic status through the successful
education of their children. This is more so with parents from low socio- economic backgrounds. Gathumbi (2005) says that parents…perceive success
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in the learning of English language and by extension reading as a key to further education and social economic development.