Teachers' Teaching Strategies In Teaching Reading At Elementary Level
Keywords:
reading comprehension, teacher's strategy, teaching reading, young learnersAbstract
Reading instruction at the elementary school level plays a crucial role in establishing students’ literacy foundation and developing their ability to comprehend texts independently. To achieve this goal, an effective teaching strategy is needed, which not only helps students recognize words, but also builds understanding of the reading content. This study aims to examine and describe the strategies used by elementary school teachers to improve young learners’ reading comprehension. Using classroom-based qualitative approach, this study involved two English teachers as participants. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis method. The theoretical foundation refers to Vygotsky’s Sociocultural Theory, which emphasizes how the process of teaching reading is mediated through social interaction and teacher support. The results revealed that teachers applied a variety of strategies, such as scaffolding techniques through vocabulary building, read-aloud, semiotic mediation, chunked text, collaborative learning, questioning, and repetition. These strategies facilitated students’ transition from dependence to independence in comprehending the text.
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