Pre-Service Teachers’ Use of Instructional Strategies when Comprehending and Instructing using Contextually Challenging Text

Abstract

This qualitative case study explores the processes that occurred when pre-service teachers in an undergraduate elementary education literacy methods course were asked to interact with contextually challenging texts in a comprehension module and implement comprehension instruction in a tutoring field experience placement. The goal was to understand the participants’ metacognition and cognitive load as they explored the texts in the comprehension module. Findings indicate that pre-service teachers were more inclined to consult with other individuals, rather than relying on their own interpretations, when they needed help clarifying and determining meaning within the texts. Additionally, pre-service teachers metacognitively reflected on the strategic use of multiple reading comprehension strategies when exploring texts based on in-class discussion, journal entries, comprehension question responses, and a pre- and post-Metacognitive Awareness of Reading Strategies Inventory. During tutoring sessions, the pre-service teachers implemented instructional strategies using multiple comprehension strategies. When they were asked to reflect on how best to teach K-6 readers to use instructional strategies with contextually challenging texts, they recommended providing guidance (by peers and teachers) and purposefully selecting texts. Overall, findings reveal how pre-service teachers strategically planned, applied, and reflected on instructional and comprehension strategies through tutoring sessions and the comprehension module.