Teachers’ instructional practices are crucial to students’ achievement in reading comprehension. Students’ low English reading competence in Qatar’s government schools raises concerns about not only reading comprehension strategy instruction, but also, subsequently, learning as a natural outcome of teachers’ praxis. This quantitative survey investigated English as a foreign language (EFL) reading comprehension strategy instruction of a broad cross-sectional sample of (1-12) EFL teachers (n=754) of government schools in Qatar. The study examines teachers’ most frequently used strategies and explicit strategy instruction. To relate the findings of an exploratory data analysis, descriptive statistics, including means, standard deviations, and frequencies, were calculated for each 5-point Likert scale questionnaire item using the Statistical Package for the Social Sciences (SPSS-Version 24) statistics software. Results revealed that participant teachers reported a generally moderate and high frequency of using comprehension strategies (lowest mean 3.56 and highest mean 4.52). The seven most used strategies (mean score ≥4) were: Identify main ideas, set purpose for reading, predictions, preview text, monitor comprehension, prior knowledge activation, and handle unfamiliar words. Conversely, the five strategies reported a comparatively lower use frequency (mean score ˂4) were: Text structure, questioning, visualizing, summarizing, and think aloud. The major findings on explicit strategy instruction indicated that teachers ignored the gradual release of responsibility to students. The implications of these findings suggest that EFL teachers demonstrate moderate use of reading comprehension strategy instruction. Further recommendations for the Ministry of Education, school principals, and teachers are offered.
Combining Explicit Strategy Instruction and Mastery Practice to Build Arithmetic Fact Fluency
