A descriptive study on teachers' perceptions when using research-based strategies for reading

A teacher's ability and capability to select the most appropriate instructional strategies for instruction can yield improved student outcomes. The emergence of research-based instructional strategies has provided the support teachers need for instructional planning and instructional delivery. Research-based instructional strategies are most effective when congruence with student need and strategy selection occurs. The researcher used in-depth, semi-structured interviews to gain insight to teachers' perceptions when using research-based instructional strategies for reading achievement. Eleven descriptive themes resulted to answer to the research questions which included: (a) teachers are not well prepared due to limited training and professional development on research-based instructional strategies; (b) teachers feel prepared if they possess the ability to select strategies based on student need; (c) graphic organizers; (d) questioning and comprehension; (e) vocabulary based instructional strategies were identified as leading strategies for improving reading achievement; (f) teachers implement research-based instructional strategies daily during instruction; (g) implementation of research-based strategies is based upon lesson plan designs and research strategy designs; (h) student needs determine the level of research-based strategy implementation; (i) student outcomes determine the level of research-based strategy implementation; (j) benefits and challenges associated with the strategies determine the level of strategy implementation; and (k) teachers perceive that research-based instructional strategies are effective and essential to instruction. The study's outcomes denoted a necessity for continued professional training provided to teachers on research-based instructional strategies with a focus on student need.