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Research Paper | English Language and Literature | India | Volume 13 Issue 1, January 2024 | Popularity: 5.4 / 10

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Teacher Competence in Developing Post-Reading Skills - An Empirical Study

Dr. N. Samuel Babu, K. Rupa Anusha, V. Durga Bhavani

Abstract: Background: The ultimate goal of reading is comprehension. The strategy for teaching reading comprehension has three stages, namely the pre-reading stage, the while-reading stage and the post-reading stage. The post-reading stage reflects upon questioning, clarifying and justifying comprehension, asking for specific questions, reviewing and follow-up strategy. Objectives: The chief purport of the present research is to delineate the level of competencies among the teachers in developing post-reading skills among students in the State of Telangana with special reference to gender, qualifications and experience. Methodology: The sample constitutes Seven hundred (700) teachers working in the Secondary Schools of the State of Telangana. Simple random sampling technique was employed to elicit information from the selected sample .A self-designed questionnaire was developed keeping in view the objectives and hypotheses of the study. It contained thirteen statements on the Five-point Likert Scale. Findings: The Chi-square tests findings revealed that a scintillating majority of the sample possessed ?average levels? of competence in developing post-reading skills among students in the State of Telangana with respect to gender, qualification and experience. Conclusion: It is evident from the research that teachers even with average levels of competence can create evaluating comprehension in particular tasks, clarifying and justifying the learner?s answers, asking questions for specific information, reviewing and following up activity at the post-reading stage. The findings of the study provide implications for teachers, students as well as for implementing authorities.

Keywords: Teacher competence, pre-reading skills, while-reading skills, post-reading skills, empirical study

Edition: Volume 13 Issue 1, January 2024

Pages: 431 - 434

DOI: https://www.doi.org/10.21275/SR24104203427

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