Abstract

RIOS HIGUERA, Selenne  and  ESPINOZA CID, Rosa Ascensión. Screening Reading Comprehension Skills in Student Teachers. Educación [online]. 2019, vol.43, n.2, pp.574-598. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v43i2.33611.

Training future High School teachers requires developing a graduation profile with specific intellectual sills. One of these skills is Reading Comprehension and the need to reflect on analysis of the reading comprehension skills of future teachers. The following study analyzes reading comprehension among teacher Education majors using a diagnostic tool that includes a text sample about the importance of mass media and its relationship to teaching. Respondents were asked to read the text and then answer twelve questions that explore three levels of text comprehension: 1) literal, 2) inferential and 3) analogical. The sample group included 56 High School Education Majors focusing on teaching ESL and Math from the Northeast Normal Superior Teacher Training College in Northwest Mexico. Based on the results, most of the students in the sample group struggled with Reading Comprehension for the literal and analogical levels. These difficulties were identified through the study, emphasizing the need to reinforce skills among Education majors to promote strengthening Reading Comprehension skills.

Keywords : Reading Comprehension; Teacher Training; Student Teachers.

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