Abstract

It is generally known that beliefs and perceptions in teaching can determine educational practices or policies. From this assumption, teaching of reading comprehension relies, among on other aspects, on the teacher's perceptions of this process, which is crystallized both by the teachers’ own reading experiences as well as throughout the training study years. Teachers’ perceptions about reading comprehension (henceforth, RC (are critical when teaching children who struggle with RC as in the case of children with special needs or children who show some language or reading un-proficiency.

Published in: World Congress on Education (WCE-2018)

  • Date of Conference: 15-18 July 2018
  • DOI: 10.2053/WCE.2018.0020
  • ISBN: 978-1-908320-91-9
  • Conference Location: Dublin, Ireland