Mathematics Teachers’ Competencies in Reading Instruction

Abstract

This study was conducted to determine mathematics teachers’ competencies in reading instruction. Specifically, this study sought to describe mathematics teachers’ knowledge of reading and their extent of implementation of reading strategies. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implement and integrate reading instruction and strategies. Thus, this study suggests that the findings be used by school administrators, policymakers, and Department of Education officials as baseline in providing teachers with support in terms of undergoing professional development undertakings related to reading instruction.