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Reading Comprehension Strategies in Paktika, Afghanistan.: Language textbooks analysis, Teachers’ perceptions and Practices.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2013 (English)Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
Abstract [en]

Education is the basic right of every human and to reach this fundamental right the importance of reading cannot be overestimated. Reading is an important part of learning and education and many researchers around the world have worked on the importance and implications of reading comprehensive strategies.

This study is about teachers’ practices and perceptions about reading comprehensive strategies in Paktika, Afghanistan. Which points out that, teachers acquired the behaviouristic approach and to less extent they practiced the constructivist approach in order to train the students adept and more a less creative. An example can be that they always make their students to only memorize the text.

The study took place in 43 schools using a self-directed questionnaire for Dari and Pashtu teachers (male and female) in grade four. In addition, textbooks and teacher guides were analysed. Due to lack of security as well as cultural issues only few female teachers contributed in filling in the questionnaires.

The study found that the teacher guides were next to unavailable and thus of no use for teachers. Moreover, it was found that traditional teaching methods still prevail, likely a consequence of the lack of professional teachers. Only to a limited extent teachers practiced a variety of reading comprehension strategies. Therefore, the students learn superficially and they will likely come up with more problems if the system persist the same as it is now.

Place, publisher, year, edition, pages
National Category
Educational Sciences
URN: urn:nbn:se:kau:diva-31972OAI: diva2:713999
Subject / course
Applied Pedagogy
Educational program
Master of Education and Didactics (60/120 credits)
Available from: 2014-05-22 Created: 2014-04-24 Last updated: 2015-06-15Bibliographically approved

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